ABSTRACT
In this chapter I wish to consider the major implications of the foregoing, which I express as a series of perceived needs.
Educational enquiry may be seen as concerned with the realisation of a good order, or a good way of life. I shall attempt to explain this notion more fully throughout this chapter: that educational enquiry is an enterprise whereby we try to make our contribution to a more peaceful world: and that ‘the sovereignty of good’ (Murdoch, 1970) is the fundamental aim of educational endeavour.
