In recent years, several corporate leaders have lobbied for schools to promote studies in science, mathematics, and technology to better prepare students for the kinds of jobs these business leaders anticipate will exist in the future. This spring, Mark Zuckerberg, CEO of Facebook, called for "higher standards and accountability in schools and increased focus on learning about science, technology, engineering and math" in American public schools to increase the "knowledge economy, [and] to ensure more jobs, innovation, and investment" (Ortutay 2013). His lobby group, financially supported by the CEOs of LinkedIn, Google, Netflix, and Groupon, seeks to influence senators and congressional representatives in Washington, DC for changes in curriculum and pedagogy that reflect their interests. In this opinion paper, Anita Prest, sees this focus as seemingly logical but actually myopic, and illustrates ways that it isolates scientific knowledge from the social context in which it exists, minimizes inquiry through the social sciences into the ramifications of scientific knowledge, and silences the imaginative capacity of the humanities and the arts to enable that inquiry. Using Dewey's critical pragmatism as her conceptual framework, Prest traces the epistemological foundations that underpin this limited conception of schooling, examines its impact on music education, and suggests ways in which educators might undermine what she refers to as "this narrow agenda for education."