The “science” upon which the structure of schooling rests is flimsy at best and certainly out-of-date. Roger Schank, the Director of the Institute for the Learning Sciences [sic] at Northwestern University, summed up the latest research about the approaches to “learning” used in schools this way:
From elementary school to college, educational systems drive the love of learning out of kids and replace it with the “skills” of following rules, working hard, and doing what is expected…We all learn in a very specific way, and the method schools use is antithetical to this learning model.12
After reviewing the various claims educators have made for the “scientific” basis for their theories of “learning,” Bruce Goldberg concluded: There is no such thing as educational science. When the views that have been offered as scientific are examined closely, they turn out to be not scientific at all but rather a combination of personal taste and simplistic, distorted versions of philosophical theories about how the mind works.13"