The writer suggests that educators inhibit creative pupils not only by the selection of knowledge presented to their students but also by the communication of certain selected skills, expectation of roles and the unconscious expression of values and assumptions. He suggests that universities perpetuate these constraints through the regulatory function of education which seeks to standardize and socialize towards pre-determined goals. The highly creative student is pressurized to think in terms of a useful acceptable product which ensures success and approbation.
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