This study is philosophical in nature. Through a careful critical examination of the South African Schools Act (SASA) and the Learner Representative Council Guides (RCL) I have tried to evaluate the goals of “providing voice for learner expression” and “providing learners with an opportunity to participate in decision–making regarding their schools”. From this investigation, I have attempted to work out a general, systematic, coherent and consistent picture of “minimal participation of learners” in the school governance structure. According to Popkin and Stroll (1993: X111), Socrates, at his trial in 399 BC maintained that the reason he philosophised was that “the unexamined life was not worth living”. He (Socrates) believes that unless people asked questions, and seriously sought the answers, they would never be able to know if they were doing the right thing. Otherwise, their entire lives might be wasted pursuing useless or even dangerous goals. This is why I decided to examine these RCL goals.