It has been argued that where schools become bureaucratized(官僚机构化), they become bound up with the techniques and implementation of the managerial process, and may concentrate on concern with position and self-advancement. In doing so, they may neglect the purpose for which they were set up. Thus, they do not facilitate(使便利)the development of those who are part of the school community, and tend to neglect the desires of children, parents and society at large. It is because of such criticisms that there has been an increasing influence in political rhetoric(花言巧语)and legislation of free-market theories of organization and society. Such theories suggest that a much more market-oriented, competitive approach is required so that schools re orient themselves towards their 's'. By doing so, it is claimed, not only do they once a gain address the needs of those with whom they should be primarily concerned, but such an approach also unleashes(发出)the benefits of individual responsibility, of choice, and reward. Though much of this sounds attractive, it has its roots as much in an economic body of thought as in social and political theory, and this must raise the question of whether it can be vi ably transferred to an educational context. Indeed, if by 'educational' we mean the development of all within the school community, then free-market theory may miss the mark by concentrating on only one section,, 'the consumers'. If teachers are seen as part of this community, then their development is just as important. If bureaucratic forms of management face the problem of explaining how their values can be objective when they are in fact the product of a particular value orientation, the forms of management derived from free-market theories, suggesting an openness to the adoption of different sets of values, are subject to the charge of relativism. In other words, free-market theories, granted that they are arguing that individuals should be allowed to pursue their own ends, must explain why any set of values, including their own, is preferable to another. According to the author, criticism of schools arises from ______.