ABSTRACT
There are numerous reasons why questions of pedagogy did not loom large for educational planners in the years immediately following the Second World War. The issues of exactly what the young people of Britain should be taught and how they should be taught it were not seen as unimportant, but were largely eclipsed and subsumed by more pressing issues. To explain and make sense of this claim it is necessary first to explain something of the educational context of the late 1940s.
