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In this critique of progressive and traditional education in the USA, the author argues that, along with a reversal of the fiscal bleeding of schools currently in vogue, two other things are needed: a new mission for the school and a new conception of teacher education that offers prospective teachers a thorough understanding of the nature of knowledge, its social and historical contexts, and the economic and political frameworks within which schooling takes place. He contends that the point of schools should not be jobs or socialization, but the development of critical capacities, both collective and individual.