7.7a State Teaching
As a footnote to the models of the WCM State offered in Chapters 7.1 and 7.7, the version below adds arrows of influence to emphasise the close interrelationship between teaching and policing, each shaped by experience of the other. Bear in mind, as before, the number of critics, agents, etc, who had music lessons in childhood and so were trained in normative beliefs which they now aim to preserve. In turn, teachers read and listen to the results of their work (the work of those critics, et al.) and seek to train their students to please them. In an environment that’s structured like this, how realistic are the claims—made at all levels—that individual creativity is sought, fostered, and prized? How much is possible?