both individuals and societies needed to learn how to adapt to and manage the sources of over-rapid change.

Possibly the best section in the book is that on education. Here he advanced a powerful critique: ‘what passes for education today, even in our ‘best’ schools and colleges, is a hopeless anachronism.’ He then added: for all this rhetoric about the future, our schools face backwards towards a dying system, rather than forwards to an emerging new society. Their vastenergies are applied to cranking out Industrial Men - people tooled for survival in a system that will be dead before they are. (2) The thesis was then advanced that the prime objective of education should be to ‘increase the individual’s ‘cope-ability’ - the speed and economy with which he can adapt to continual change.’ (3) Central to this was ‘the habit of anticipation’. Assumptions, projections, images of futures would need to become part and parcel of every individual’s school experience.

Two economic schools of thought are classical and Keynesian. Each school takes a different approach to the economic study of monetary policy, consumer behavior and government spending. A few basic distinctions separate these two schools.

Classical economic theory is rooted in the concept of a laissez-faire economic market. A laissez-faire--also known as free--market requires little to no government intervention. It also allows individuals to act according to their own self interest regarding economic decisions.

Keynesian economic theory relies on spending and aggregate demand to define the economic marketplace. Keynesian economists believe the aggregate demand is often influenced by public and private decisions. Public decisions represent government agencies and municipalities. Private decisions include individuals and businesses in the economic marketplace. Keynesian economic theory relies heavily on the fact that a nation’s monetary policy can affect a company’s economy.