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• [...] it has studied the trend of the school, but not the trend of business, its leadership has been scholastic, not commercial. Today, commercial education finds itself of the school, schoolish, and not of the business house, business-like.
• By assessing this situation we have come to consider the dimensions of pedagogical–didactic interaction and communication that we, together with Antonio Viñao Frago (1996) and others, consider to be just as essential for examining the particular nature of schoolish institutions.
• As a struggling student, Lo was fed up with “schoolish practices” and refused to perform for the sake of pleasing her teachers.
• Its structure, which could strike one as derived from an arithmetic or geometry lesson, is schoolish, as is its content...
• When we reflect on it, many of the things we teachers do are artificial and schoolish. They look very different from how real readers, writers, and speakers operate.