Abstract
This paper examines the assumptions underlying and implicit within Paul Goodman's critique of the process of formal schooling. Three dimensions of this critique, historical, pedagogical, and social-psychological, are advanced to explain the precise manner in which Goodman analyses past, present, and future arrangements (or possibilities) for educating and the ways in which they impinge(d) on man's functioning within his environment. Finally, the implications of Goodman's critique of formal schooling with respect to the provision of new styles and forms of learning, man's interactions within society, and the release or recovery of his “true” (or human) nature are briefly presented and assessed.
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