Children's Minds, Talking Rabbits, and Clockwork Oranges

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Challenging the notion of children as concrete thinkers, the author advocates for removing social studies from educational curricula. He critiques the effectiveness of empirical research in education, attributing its shortcomings to prevalent conceptual confusions. By addressing these presuppositions, the author seeks to enhance critical thinking about educational issues, encouraging a reevaluation of current practices and beliefs within the field.