A study of the implementation of a rational/bureaucratic model of knowledge in classrooms suggests that current modes of educational administration are based on control, via rational planning, of social relations, individual consciousness, and epistemology. Bureaucratic organization and professionalism enjoy a symbiotic relationship, combined with an increasingly dominant technological rationality that encourages the prescription of educational inputs and expected outcomes. This leads to a physical impoverishment of schools as well as the obscuring of certain interests and encourages the depoliticizing of cultural transmission, the denial of the validity of certain questions, and the trivializing of socialization. In addition, the development of sophisticated curriculum packages transforms the relationship between teacher and student, since teachers can now be held accountable for the mastery of prespecified goals (as in competency-based education). Teachers focus on methods of teaching rather than on purpose and content. In evaluation as in curriculum and pedagogy, administrative reliance on technological rationality appears to influence content, organization, and transmission of knowledge. (Author/WD)