| banking concept of education – | a concept developed by Paulo Freire implying that only those with substantial money in their bank will get an optimal education. |
| B-coefficent – | a general-purpose index of the level of bureacracy present in an educational structure. A B-coefficent of zero is ideal. At levels above +0.7, formal education becomes counterproductive. |
| cognitive disequilibrium – | anxiety arising from the gap between avowed educational goals and actual practices; often resolved by an anti-depressant. |
| cooperative learning – | a situation in which students cooperate with the teacher by doing what is expected. Also known as "co-opted learning", cooperative learning was a brief educational experiment that failed. |
| critical thinking – | a useful way of inhibiting change by providing detailed analyses by using countless critiques. When the mind is sufficiently numb, it is then easy to make subliminal suggestions. |
| mainstreaming – | a radical approach to indoctrination in which a preferred response is injected directly into a host, usually subcutaneously with a tainted needle. Similiar to "mainlining", which is usually done through the nose. |
| open-ended question – | any question which is apt to get examinees into trouble if they are foolish enough to give a serious answer. |
| scaffolding – | a procedure of placing unsuspecting students on a scaffold, then skillfully removing it. |
| SMART goals – | any objectives that help schools obtain more funding. |
| transformative education – | the process of transforming students into subserviant social roles while maintaining a myth of "free choice". |
| validity – | in test development, the ratio of income that a test generates compared to the expenses needed to develop it. |
| zone of proximal development – | an area at least 500 meters away from any school. |