Abstract

: Through its would-be extrication from education, fear just gets forced into a less detectable and hence more efficacious modus operandi characteristic of anxiety and deep boredom. Since proscribing fear protects students not against the danger it foreshadows but against acknowledging the existence thereof, a conditional acceptance of it might empower them to manage their lives superlatively. Being only bureaucratically objective when conveying threats to their future, as schools do, is a limitation imposed upon a more responsible, deeper-level intersubjective involvement to which fear holds the key. Schools are best placed for attempting to restore the public management of ‘individual’ fears