This increased emphasis on measurement of learning has redefined the purpose of public schools, the curriculum being implemented within the schools and the public perception of the meaning of "education." Armstrong (2006) defines this philosophical conflict in the context of "academic achievement discourse" versus "human development discourse." The former views school as the environment where young people achieve academic competence in a competitive arena, whereas the latter views school as the environment where young people acquire competence in learning how to learn, within a social setting.