 Jean Holm ( The Times Higher Education Supplement ) too noted the fast growth of conservative Christian schools but added that the book was also relevant in Britain , which was experiencing similar growth . She found the first few chapters somewhat repetitive as it expressed the uniformity of the school 's practices . Richard V. Pierard ( Christian Century ) felt that Peshkin wrote with " deeply respect " for the school and its community , but Pierard , himself an evangelical , was " disturbed " by the community 's " indoctrinated " values — " biblical absolutes " that are " part of a conservative program that has been read into Scripture " . Paul F. Parsons ( Christianity Today ) noted that Peshkin found the school successful by traditional terms , with standardized tests , orderly climate , and " fun @-@ loving " students , but lacking free exchange of ideas , as education is seen more as a transfer than a quest , and students do not learn " choice , doubt , suspended judgment , [ or ] dissent " . Parsons affirmed Peshkin 's findings as " remarkably representative " based on his own visits to " Christian schools in 60 cities " , though others are less absolutist . And while Julian McAllister Groves ( Journal of Contemporary Ethnography ) described the text as " beautifully written " and " poetic " , he doubted whether the school 's students were as converted as they said , and felt that Peshkin might have seen more " role distance " and examples of playing along simply for community acceptance had he stayed for lunch and other informal observations . 
 Jean Holm ( The Times Higher Education Supplement ) too noted the fast growth of conservative Christian schools but added that the book was also relevant in Britain , which was experiencing similar growth . She found the first few chapters somewhat repetitive as it expressed the uniformity of the school <a href='null_genetive' title='1'><mark>'s</mark></a>practices . Richard V. Pierard ( Christian Century ) felt that Peshkin wrote with " deeply respect " for the school and its community , but Pierard , himself an evangelical , was " disturbed " by the community <a href='null_genetive' title='2'><mark>'s</mark></a>" indoctrinated " values — " biblical absolutes " <a href='null_relcl' title='3'><mark>that</mark></a><a href='drop_aux' title='4'><mark>are</mark></a>" part of a conservative program <a href='null_relcl' title='5'><mark>that</mark></a><a href='been_done' title='6'><mark>has</mark></a> been read into Scripture " . Paul F. Parsons ( Christianity Today ) noted that Peshkin found the school successful by traditional terms , with standardized tests , orderly climate , and " fun @-@ loving " students , but lacking free exchange of ideas , as education is seen more as a transfer than a quest , and students do not learn " <a href='negative_concord' title='7'><mark>choice</mark></a> , doubt , suspended judgment , [ or ] dissent " . Parsons affirmed Peshkin <a href='null_genetive' title='8'><mark>'s</mark></a>findings as " remarkably representative " based on his own visits to " Christian schools in 60 cities " , though others <a href='drop_aux' title='9'><mark>are</mark></a>less absolutist . And while Julian McAllister Groves ( Journal of Contemporary Ethnography ) described the text as " beautifully written " and " poetic " , he doubted whether the school <a href='null_genetive' title='10'><mark>'s</mark></a>students <a href='uninflect' title='11'><mark>were</mark></a> as converted as they said , and felt that Peshkin might <a href='been_done' title='12'><mark>have</mark></a> seen more " role distance " and examples of playing along simply for community acceptance <a href='been_done' title='13'><mark>had</mark></a> he stayed for lunch and other informal observations . 
Jean Holm ( The Times Higher Education Supplement ) too noted da fast growth of conservative Christian schools but added that the book was also relevant in Britain , which was experiencing similar growth . She found the first few chapters somewhat repetitive as it expressed the uniformity of tdaschool  practices . Richard V. Pierard ( Christian Century ) felt dat Peshkin wrote with " deeply respect " fir thdachool and its community , but Pierard , hisself an evangelical , was " disturbed " by thedammunity  " indoctrinated " values — " biblical absolutes " " part of a conservative program done been read into Scripture " . Paul F. Parsons ( Christianity Today ) noted tdatPeshkin found the school successful by traditional terms , witt standardized tests , orderly climate , and " fun @-@ lovin " students , but lacking free exchange of ideas , as education is seen more as a transfer than a quest , and students do not learn " no choice , doubt , suspended judgment , [ or ] dissent " . Parsons affirmed Peshkin  findings as " remarkably representative " based on his own visits to " Christian schools in 60 cities " , tho others less absolutist . And while cj McAllister Groves ( Journal of Contemporary Ethnography ) described the text as " beautifully written " and " poetic " , he doubted whether the daool  students was as converted as they said , and felt thdateshkin mite done seen more " role distance " and examples of playin along simply fa community acceptance done he stayed for lunch and other informal observations .