By 1970 we had found that:
- Universal education through compulsory schooling is not possible.
- Alternative devices for the production and marketing of mass education are technically more feasible and ethically less tolerable than compulsory graded schools. Such new educational arrangements are now on the verge of replacing traditional school systems in rich and in poor countries. They are potentially more effective in the conditioning of job-holders and consumers in an industrial economy. They are therefore more attractive for the management of present societies, more seductive for the people, and insidiously destructive of fundamental values.
- A society committed to high levels of shared learning and critical personal intercourse must set pedagogical limits on industrial growth.
