American education is in “crisis.” That was the message of numerous recent reports indicting American schools for woeful intellectual rigor and lax standards. And many accepted the related conclusion: we were a “nation at risk” beset by an unproductive work force and an inability to compete in the international economy. Indeed, discontent with schools seemed more to reflect a diffuse worry about America’s economic and moral vitality than any concern for intrinsically intellectual issues. As at other points in our history, larger social problems became defined as educational problems, and by the same token, were to be solved by education. The belief that schools are simultaneously the cause and solution to social problems has a mythic hold on the American mind.
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