ABSTRACT
This chapter explains the implications for teaching, theorizing, curriculum and management in greater detail, and argues that institutional changes are necessary for one to move towards the realization of these alternatives and to challenge the dominance of objectivism within education. It argues that the private school curriculum is basically academic and that changes like those towards computing or craft, design and technology can be planned against a fairly settled curricular background. Recently much has been made both of the idea of a practice generally and of the particular idea that teaching is a practice. The chapter proposes that the problem of conceptual innovation, that renders traditional empirical social theory implausible, may be partly overcome by comparing endeavours, which necessarily involve their own conceptual innovations. It also proposes the setting-up of some educational institutions staffed by those who are sympathetic to the idea of practical discursive rationality to rival existing educational institutions that embody the idea of hierarchical managerialism.
