All institutions are always in a state of crisis. The economy has to adjust every generation or so to new products, a changing work force, and new ways of raising capital. The airline industry has to find today ways to work out of the problems created by high union contracts, unregulated competition, terrorism, and high oil prices just as it had to find a way out of the cluster of problems that arose after World War II: how to increase the passenger base; how to absorb Army Air Corps bases as civilian airports; how to stake out routes. Medicine switches from being office based to hospital based, from treating infections to treating organ diseases and cancers. Institutions are never just on the cusp between one era and another. The ground shifts so quickly that an era of medicine or industry is only a metaphor for the fact that some features of an institution may coexist for a while together even if one or another of those features will change for any number of reasons.
Education is an institution that is also always changing. Education, however, is described as in a state of crisis rather than merely in the process of responding to the next challenge. That is because education always falls short of the goals it and other institutions of social life set for it. Doctors may be required to treat but they are not required to cure diseases regarded as incurable; generals are expected to win wars, not to put an end to war. Teachers, on the other hand, are expected to provide, as the New York State Court of Appeals has held, “a sound basic education” for every young person, without defining what that would mean, though the phrase would seem to mean, if it has any meaning at all, that every young person will have learned enough to hold down a middle class occupation, regardless of the abilities of the child. Education is, in general, so grand a thing in conception that its goals always outstrip the ability of the institution to meet those goals. The goals of education are no less than to make every member of society economically productive, intellectually inquisitive, morally responsible, socially conscious, and psychologically mature.
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