They represent an industrial (not post-industrial) response to educating very large numbers of young people in mass school systems. Much of the educational discussion is over-simplified to artificial contrasts - knowledge versus skills, direct teaching versus inquiry-based approaches - when instead each has its place. The choices are about how to mix practices to suit the learners, aims, and context in which the innovation lies, in rejecting the standardisation of so much schooling practice (see also Vieluf et al.,