This would not simply be a matter of feeling concern that, for example, in the UK ostensibly 'calculative' subjects such as numeracy, science and ICT (information and communications technology) have come to dominate the curriculum in state schools. What is at stake is the character of all subjects and of our understanding of the meaning of quality in teaching. Increasingly, it may be that all teaching will be conceived on a very calculative model in which learning objectives are pre-specified independently of individual learners and are systematically pursued in the absence of the kind of full learner engagement previously described. In keeping with this, literature and the arts may be conceived and structured on very rationalist lines which set them up as centring on conventional categories, canons and truths which can be learnt up and objectively applied (and assessed), rather than as opportunities to participate afresh in the non-prespecifiable presencing of things. This contrasts strongly with a curriculum-including maths and science-being taught in a way that celebrates the more open, 'poetic' qualities of its content and the rigour and richness of personal engagement in learning. Among many other things, Heidegger's thinking confronts us with this choice of fundamental orientation and intimates its significance for a conception of education which is truly for 'life'.
In this book: Bourdieu, Foucault