This collection of important and significant papers examines a
wide range of issues. One of the author's main concerns is to
clarify the meaning of 'education' and 'quality in education' - a
phrase often used in public debate but seldom scrutinized.
Long-standing ambiguities latent in the concept of 'liberal
education' are also exposed, and Herbert Spencer's question 'What
knowledge is of most worth?', vital in the light of the recent vast
development of knowledge, is considered. The first section of the
collection clarifies different aspects of the concept of education
and to reflect upon the difficulties and dilemmas facing teachers
who strive to educate their pupils as distinct from just preparing
them for examinations. This section concludes with a constructive
re-examination of Plato's conception of education with a view to
seeing what is acceptable in it instead of just concentrating on
what is manifestly unacceptable. The second section is concerned
with the role of edcuational theory in the education of
teachers.
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