In the midst of transition to the information economy, there is a need for thinking about learning in ways that will help us to reconstruct the education system, while enhancing its critical and reflective role, and improving equality of opportunity. This new book by Mark Latham, a Labor MHR, isn’t it, though at first glance many will think it might be. Consciously or otherwise, it’s a substantial surrender to new Right ways of thinking. Worse, it’s intellectually sloppy and rife with obvious and unresolved contradictions.

The first thing to be noted about this collection of essays is that it is aimed at a quite specific market – HSC/VCE students. There is a list of ‘Study Questions’ at the end, and the language of the essays is consistently pitched at an upper secondary school level. Readers who want more complex responses to My Place would be better served by consulting the eclectic bibliography to the text as a starting point.

Gwyneth Dow has edited a collection of essays that forms a relevant and coherent whole. The authors seek to salvage what they see as ‘the good things’ in education reform of the late sixties and early seventies, reform that had weaknesses which were the result of ‘faulty thinking, poor social analysis, romantic psychological theories, slip-shod pedagogy’. The contributors to this book are Rory Barnes, Gwyneth Dow, Rod Foster, Noel P. Gough, Bill Hannan, and Doug White. Gwyneth Dow points out they do not all share the same ideological positions, but they are clearly in fundamental agreement about curriculum reform, a more democratic approach to teaching and to the running of schools, and a more socially aware view of teaching and teacher education.

Brian Crittenden’s book, Education for Rational Understanding, is a defence of liberal education. By a liberal education Crittenden means an induction into the principal modes of understanding and evaluation which have evolved in our culture with the aim of enabling human beings ‘to act in the light of rules and standards that they apply with understanding and discrimination’, thus setting them ‘free from prejudice, ignorance, blind feeling, dull imagination and irrational action’. At the secondary-school level, the aim should be adapted to the needs of the majority of students, and so should be ‘to provide a systematic introduction to the major modes of thought, not as a prelude to the professional life of a scholar but for an intelligent participation in the critical and reflective domains of culture’.