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This chapter unpacks the ontological conjectures underlying economy-oriented standardisation of educational institutions, practices and processes and reflects on alternative – and arguably more desirable – rationales for standardisation in education. Drawing from the works of Maxine Greene and John Dewey, as well as Critical Theory, this chapter contrasts the future-oriented educational concepts at the foundation of economy-directed standardisation – which are oriented on the attainment of certain future ‘outcomes’ – with standardisation rationales based on present-oriented educational theories that derive the purpose of education from educational experience and interaction.