ABSTRACT
Chapter 5 gave an account of three different traditions within which the publicly funded system of education in England and Wales has evolved. Although these countries constitute a ‘limited case’ within the international scene as that is exemplified in Chapter 4, such an account reveals the different ways in which belief systems enter into our thinking about education and its aims. The provision of education, therefore, requires prior consideration of what we mean by ‘education’ and, in particular, its aims.
