ABSTRACT
In spite of pooh-poohing the value of overall educational aims, the Report’s own overall educational aim is stated right at the beginning and, in various more specific reformulations, again and again all the way through. There’s nothing trite, perfunctory or apologetic about it. Teachers have not dismissed it but have responded to it, perhaps recognising in it the central concern of the deliberative aspects of their own best practice, or the core in other words of the known and valued ends which as educators they are already continually trying to reach.
