ABSTRACT
The theme of this my concluding chapter is a simple one. It is to argue that teachers in a system of state-provided general and compulsory education should owe their major professional loyalty to the ideals of a liberal education as laid out here, and have the capacity, training and education to practise the methods and strategies of liberal education. It is, secondly, to claim that examinations, assessments and other testing procedures in schools should primarily be to monitor and evaluate the general achievement of the objectives of liberal education, and to serve the diagnostic purposes of such an education, rather than to serve the selective purposes of employers and higher education. Thirdly, the chapter will argue that a moral accountability model which stresses the autonomy of the teacher is appropriately applied to teachers as liberal educators, rather than a conception of accountability in which teachers are seen as employed simply to serve the needs of society as perceived variably from time to time by governments and other providing agencies.
