Passage 3
An invisible border divides those arguing for computers in the classroom on the behalf of stu- dents' career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction-in-
deed, contradiction--which goes to the heart of what is wrong with the campaign to put comput- ers in the classroom.
An education that aims at getting a student a certain kind of job is a technical education, jus- tified for reasons radically different from why education is universally required by law. It is not simply to raise everyone' s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is in- complete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age, It was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized coun- tries , we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the
confusion between educational and vocational reasons for bringing computers into schools, com- puter-ed advocates often emphasize the job prospects of graduates over their
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