Apparently, such thought has heretofore been too brief or too careless. I must remark that I have little to fault in the latter two sections. I find their discussion often sensitive and insightful. Furthermore, I can endorse the practices they recommend having used them myself, e.g. making explicit and participative social contracts in terms of which the school is run, although such contracts are far more problematic than the authors suggest. Rules imply sanctions, i.e. disadvantages visited upon those who violate the rules.
Rationality requires discipline.
To enter into an activity is to make a contract. Certainly, we can follow their train of argument thus far, even if their premises are less than self-evident. The specific good, learning, delimits the specific enterprise, education. One might be inclined to indulge their philosophical expatiations as a Contractarian tour de force bearing with their peculiar mythology because they raise important concerns later in the book. But their inconsistencies grate.