In a time-bound world some things must get priority over others and often these noble and notable aims of education are in conflict with one another. A fundamental structure of the school is to claim one wants to give students capabilities. Yet the primary measure of capability is not performance, but credentialing, which, more than not, is measured by mastering bits and pieces of a curriculum with little or no serious evidence that one has mastered any significant long-term capabilities. We will investigate these questions and the assumptions and evidence which the typical school embraces in carrying out its task of preparing students. This structure of the educational establishment is based on a number of assumptions about the nature of children, or that children even have a nature, or that children really are children.
Schools tend to be formal and for the young.
There are questions about just how much this new technology may change the fundamental structure of education as a social institution. There are questions of the responsibility of the citizens for school laws of the society which impact the young. Responsibility of teachers and administrators for the way the run these establishments and treat the students. There are questions of responsibility for parents for these school-related ways in which they relate to their own children. To what extend do we behave in morally rational and defensible manners within the existing social structures of the schools.