All organisms have biological limitations, but we humans are very curious about what we can't do. We thus developed many technologies to compensate for our biological limitations. For example, wheels extend our legs, and medications extend our body's recuperative capabilities.

The unprecedented advances in science and technology that characterized the second half of the 20th century helped to foster the belief that we can understand and solve any biological problem. The discovery of DNA and the development of huge clunky computers at mid-century led by the end of the century to the human genome and powerful portable computers—from biological genes to technological genius, as it were. The 21st century promises to escalate such scientific and technological advances.

The focus on predictive precision that's characteristic of science and technology also affected educational beliefs. Folks began to think that if we can walk on the moon, eradicate most infectious diseases, and develop the complex Internet, we ought to be able to adequately and efficiently educate all K-12 students. It's difficult to argue with the abstract goal that no child should be left behind during this remarkable period in human history.

The standards and assessment programs that currently dominate educational policy and practice are predicated on the technological belief that it's possible to quantify and assess all important elements of learning and curriculum, and that it's appropriate to censure schools that don't reach mandated standards.

Two intriguing, thoughtprovoking books shift the discussion away from this current emphasis on quantitative efficiency—and suggest potential solutions to the current widespread professional frustration. Transformation is a central concept of both books, and both seek transformative solutions from within a realistically finite biology rather than a supposedly infinite technology.