This essay is a critique of educational futures as proposed by educators, members of the business community, and others. Speculations about the future found in most recent literature serve the interests of dominant sectors of Canadian society at the expense of student and general populations. (Author/SLD)

The author asserts that, by strict Aristotelian logic, only two positions on moral values are possible: absolutist or relativist. Noting the political and instructional difficulties this dichotomy implies for the schools, he proposes instead a continuum of value types which would allow greater choice and flexibility in moral instruction. (SJL)

In analyzing the political economy influencing Canadian schooling and psychology, the author finds that Canadian teachers and psychologists have abdicated their leadership role to those, both foreign and domestic, who know less than they do about Canadian educational needs, but who seem to have greater power and prestige. (SJL)