This gives us pause for thought about formal education as a whole and the dynamics contained within it: whether education should be a site of power, a place to reproduce the social, societal norms, or a place to be encouraged to question and thus attempt to transcend them and be an active participant in remaking them. Is state education designed to encourage more Darwins and Newtons, or to create middle-management civil servants and workers? What tensions are brought into being when a child’s natural proclivity to question everything in their own unique way comes into contact with a
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