Schooling and Self-Alienation: A Conceptual View
DOI:
https://doi.org/10.11575/jet.v7i2.43654Abstract
In response to the argument that the cnt1ques of schooling lack conceptual consistency and clarity, this paper discusses these criticisms within the conceptual framework of self-alienation. The major portion of the paper deals with the process of self-alienation in North America and, more specifically, discusses how the school reflects this process in student self-alienation. Finally, there is a brief discussion of one approach that could meet the problem outlined.
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