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Work, the simplest, most all-encompassing value in our society has, as one would expect, a large and pervasive realm both in the ethics of daily school life, and in the specific zones of the curriculum. If, as suggested, the curriculum is thought of as distributed across the five main such ‘zones of value’ in our culture – the realms of nature and the globe, the significance of death, the meaning of the past, the more personal values of domestic life and the importance of work – then this last, work, covers both the ‘instrumental’ (that is, practical, purposeful, necessary to all aspects of common life) and the ‘significant’ (that is, as giving meaning beyond the practical) activities of education.

Portioning out work and leisure is ...

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