But this is inseparable from a parallel psychological paradigm, in which social and
educational conditioning deprives the rest of us, as potential but unfulfilled eccentrics, of much of our individuality, impetus and health.
As a
condition of basic funding, they demand concrete results, like standardized test scores, that are often irrelevant to important
educational and life outcomes; and that often force schools to
deprive poor children of the types of learning that are most important in life.