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Contesting prior assumptions that institutions simplify the world for the sake of efficiency, this book argues that rather than institution expansion indicating the movement of markets to optimal states, expanding institutions generate information costs.

Many arguments in favour of school voucher programs are based upon libertarian free agency principles. Viewed at the organizational level, allowing persons to exercise choice in education would seem to offer incentives for all educational organizations within that framework to improve overall product quality and thus more effectively obtain the education good for both individual and society. However, analysis from the transcending institutional level shows that supra -organizational forces will progressively reduce choice and quality as both private and public organizations relinquish their distinctive curricula and philosophies as a de facto requirement for participation within the broader educational institution or 'market'. Acknowledging the costs of, and designing policy to maintain, particular information are both essential to effectively producing the education good within a competitive institutional structure.

Loomis and Rodriquez talk about the philosophical shift from the incontrovertible ontological fact of God. They elaborate on how does this shift affect American public education and what, if anything can be done to resist the present tides of ideological secularism, and also what God's status and role are in American public life.

The chief concern of educational philosophy, and this dissertation, is to offer a conception of truth such that the target of belief formation is reality-based. Hence the central question of education is initially one of ontology, not epistemology. A right ontological view, one based upon commonsense and aletheia (unveiled reality), will foster an environment for true beliefs and, by extension, promote individual liberty and social justice within the educational enterprise. In the last 100 years, however, American education has been dominated by a loose confederation of anti-realist theories, e.g., pragmatism, critical theory, existentialism, and postmodernism, resulting in four specific problems. First, anti-realist views have relativized reality and truth by asserting human beings into a role as their final arbiters, leading to speculations bordering on the absurd. Second, there is a fundamental failure to consider the nature of human beings as contingent, non-necessary substances resulting in unwarranted Protagorean, “man is the measure of all things” assumptions. Third, the general denial of truth obfuscates a transcendent and authoritative realm and irreducible purpose for objective and normative values as real properties and universals that make moral education possible. Fourth, anti-realist theories often claim spectacular themes of emancipation for individuals and communities, yet their reductio actually leads to a socio-political centralizing tendency that distorts truth and limits individual liberty. Therefore, our proximal argument is this. Education as a reality-affirming, truth-seeking, justice-promoting endeavor cannot base its philosophy upon anti-realist conceptions of truth, for to do so necessarily denies the essence of the endeavor. Alethic realism affirms a robust commitment to, but minimalist conception of, truth. Truth is a necessary condition for justice. Therefore, alethic realism is a strong candidate for the foundation of educational philosophy. Consequently, using the methods of philosophic analysis, this dissertation defends two hypotheses relative to the present crisis in educational philosophy: (i) truth is critical to the success of education, particularly if justice (dikaiosune) is to be present; and (ii) a realist conception of truth is the correct one. Alethic realism is the sine qua non for all successful belief formation, all claims making, all knowledge, and, therefore, all education.