ABSTRACT
Development aid has, in its former practice, evolved in several forms whose actual pedagogic value is still uncertain. As so often in the practice of education, these forms are more forced by certain contemporary conditions rather than based on an agreed pedagogic conception. Only slowly do the critics rouse themselves and try to find a uniform programme of education in place of numerous isolated measures. the object of all striving in education must be the intellectually mature human being who puts his academic and personal capabilities at the service of the development of his country. This development may, nevertheless, only be aspired to through consideration of the cultural-anthropological and ethnological religious aims. With this in view, it is necessary to examine critically the forms of education which have grown out of the practice of cultural politics.
