ABSTRACT
The existing political economy generates fresh material demands with each new level of production; the escalating demands intensify the search for further advances in operational techniques. Wilber goes on: 'Science was becoming scientism, known also as positivism, known also as scientific materialism, and that was a bluff of the part playing the whole.' One of the most significant first figures in the so-called Scientific Movement was Francis Bacon, a contemporary of Shakespeare. Bacon put forward the proposition that scientific knowledge was cumulative, and that it was built up over time by systematic, methodical work in a process called induction. The important point here is that schools faithfully reproduce this distorted world-view, both in what they teach and also in the very ways in which the learning process is conceived of, organised, and delivered. Fraser maintains that our notions of ‘futurity, pastness and presentness’ cannot be derived from a world which is this vast and inanimate.
