AN AFFLUENT SOCIETY'S EXCUSES
FOR INEQUALITY: DEVELOPMENTAL,
ECONOMIC, AND EDUCATIONAL
Edmund W. Gordon
Those of us who are committed to the pedagogical enterprise note with interest, and often frustration, the recurring themes that challenge the conduct and advancement of our undertaking. Unlike the historian or sociologist, who might view these themes with interest but with some detachment, we are called upon to re-examine, clarify, and perhaps justify the presuppositions, methods, and goals that provide the framework within which education and development are carried on. Indeed this perhaps is as it should be, in view of the ambivalence with which these concerns are treated by a society that, on the one hand appears to value the perceived outcomes of the educational process, while on the other is often reluctant to invest the resources necessary to improve it, particularly when benefits seem likely to accrue to those who are on the lower end of the ethnic and socio-economic status scales.
Recent publications by several writers have reintroduced no‐____________________