The erosion of liberal education in Canada’s kindergarten to Grade 12 schools is no longer a matter for speculation — it is now undeniable. Thirty years ago, Peter Emberley and Waller Newell’s
Bankrupt Education (1994) offered a prophetic warning. They diagnosed a “crisis of public confidence” in our schools, highlighting the rise of a “vague and value-laden” curriculum in which “substance” was giving way to “social experimentation.” Students and teachers, they claimed, were reduced to guinea pigs in a system steadily abandoning knowledge, intellectual rigour, and preparation for higher education.
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