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This text examines two differing approaches to education. Firstly, the positivist managerial approach, emphasizing means, efficiency, bureaucracy, inspection and science; secondly, reflective teaching, emphasizing autonomy, democracy, emancipation and action research. The author, by applying the techniques of deconstruction, overturns the assumptions common to both these positions, and in doing so jettisons some widely held beliefs about education, autonomy and rationality. A new manifesto for education in postmodernity is articulated, highlighting the implications for educational practices and institutions.