A century of school experimentation deepened involvement without ceding control.

Evidence

Indeed, much of the educational experimentation of the past century can be viewed as attempt­ ing to broaden the discretion and deepen the involvement of the child while maintaining hierarchical control over the ultimate processes and outcomes of the educational encounter. The goal has been to enhance student moti­ vation while withholding effective participation in the setting of priorities. — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 490

Categorization

• XREF: Mirrors the logic of the culture-industry and management ‘humanization’ critiques in the Frankfurt School holdings. — connects to: Disciplinary enframing methods created the very need for schooling they enabled; The monitorial school diffused authority and obedience throughout the whole body without loss; The model school functioned as a machine with authority diffused throughout — Timothy Mitchell, Colonising Egypt, 233 (+1 more)

Broader Connections

• The monitorial school diffused authority and obedience throughout the whole body without loss #exemplifies (0.90)
• Disciplinary enframing methods created the very need for schooling they enabled #expands (0.85)
• The model school functioned as a machine with authority diffused throughout #exemplifies (0.85) — Timothy Mitchell, Colonising Egypt, 233
• Colonial disciplinary methods created the need for modern schooling #corroborates (0.80) — Timothy Mitchell, Colonising Egypt, 311