Management training offers a very elementary characteristic: cultural-ideological invasion as a "colonisation of the lifeworld".¹ It is the divisive tactics used in management training that manipulates and serves a specific end—the conquest of all previously non-monetary spheres. This includes education dominated by the imperatives of Managerialism. Through this invasion, previous human-to-human relationships are now governed by invented imperatives such as cost benefits, efficiency, and zero-sum sophistically related to "rational choice models' and the infamous "prisoner dilemma".² These are often invented under the assumption of a rationally operating individual—the hallucinogenic homo economicus—and thereby they not only mirror the ideology of individualism, Social Darwinism, and egoism but also fictitious econometric hallucinations. Cultural invaders of education penetrate the fabric of non-monetary spheres and convert them into spheres dominated by and organised for monetary ends. This imposes the ideological imperatives of Managerialism on virtually all other lifeworlds within education, ranging from kindergarten to primary and high schools, to training colleges and universities. The replacement of human education with the imperatives of Managerialism inhibits creativity, inquisitiveness, and curiosity in students as well as prohibits critical thinking as a welcomed 'spin-off" of Managerialism's invasion.³