The first part of the book discusses aims, who should determine
them and how they might be determined. The second part discusses
some more specific topics of learning and teaching, such as
learning how to learn, the integrated day and the use of
competition. The author distinguishes three broad levels of thought
in looking at schools: the details of choice and decision; the
general principles which are, or ought to be, guiding that detailed
practice; and the theoretical commentaries on the guiding
principles available from the various disciplines which constitute
the study of education.
General
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