 To shape the structures of society, to engage in conscious social reproduction, students will need to develop the capacities for examining and evaluating competing conceptions of the good life and the good society, and society must avoid the inculcation “in children [of the] uncritical acceptance of any particular way or ways of [personal and political] life” (Ibid, 44). This is the crux of Gutmann’s democratic education. For this reason, she argues forcefully that children must learn to exercise critical deliberation among good lives and, presumably, good societies. To assure that they can do so, limits must be set for when and where parents and the state can interfere. Guidelines must be introduced that limit the political authority of the state and the parental authority of families. One limit is nonrepression, which assures that neither the state nor any group within it can “restrict rational deliberation of competing conceptions of the good life and the good society” (Idem). In this way, adults cannot use their freedom to deliberate to prohibit the future deliberative freedom of children. Furthermore, claims Gutmann, nonrepression requires schools to support “the intellectual and emotional preconditions for democratic deliberation among future generations of citizens” (Ibid, 76.)