At first glance, it may seem trite to maintain that a classroom could be regarded as a network of interrelationships in which group members participate more intensely than they do in the interaction occurring at the same time beyond their classroom doors. On second thought, however, one might recognize that it is indeed a new and initially rather disconcerting way to look at a group of learners and teachers. We are in the habit of thinking of them as a number of individuals, merely gathered together momentarily within a particular room. A class is a group, we might want to insist, or a class represents a room in a school plant. Both these definitions are obvious. Of what possible use is it to confuse the obvious by defining a class as a "system"? But is the concept of "system" really that difficult? We encounter it often in our daily experience. We saythat a football team has developed a system of working together in particular ways to foil its opponents. We worry about our digestive system when we suffer from stomach pains. We are familiar with the solar system. We argue about the public transportation system of our city, or the telephone
system connecting remote corners of the country. What is common to all these usages is the idea of a pattern of interdependent relationships. A telephone system is characterized not so much by those little boxes scattered across the nation as by the interconnecting communication linkages or pathways that the technology makes possible. A solar system is not merely an aggregate of heavenly bodies; it represents bodies interacting in regular ways, on the basis of certain principles of relationship.
Q:All of the following can be inferred from the passage EXCEPT
