In the structured world of education as schooling as in the rest of th
e system, those who teach are 'divorced' from those-who-learn. The thi
nkers of new thoughts are outnumbered by, and shut out from, the packa
gers of these thoughts who must reconcile this new and dangerous knowl
edge to the demands of the system. And those who implement official ag
enda become a generation removed from the original reasoning behind th
e agenda. An underclass of learners has ceased to believe, and is drop
ping out, reverting to ifs earliest programming and is finding realist
ic ways of looking after itself.