What is it that a rich society owes to its citizens? Not, I think, warehousing under the pretext that they are in “ninth-grade algebra or learning Macbeth,” but something far deeper, more valuable, more personal, more meaningful. When a student is bored, I do not think it is necessarily a failure of the student, nor of the teacher, but more often a failure of the curriculum. (Davis 1994, 318)
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