ABSTRACT
In exploring the concept of education a territory is being entered where there are few signposts. To use Ryle's phrase, the 'logical geography' of concepts in the area of education has not yet been mapped. This feature of the field of education was vividly brought home to me in the autumn of 1963 when I was working on my Inaugural Lecture on Education as Initiation, and was unable to unearth any previous explicit attempt to demarcate the concept of 'education'. It is not surprising, therefore, that in presenting at the start what amounts to a bird's eye view of the contours of this territory, I have to rely mainly on my own previous attempt to map it.
