ABSTRACT
Whilst the minimal state theorists maintain that the state should play as little part as possible in civic society, it has become clear throughout this analysis that the state, by virtue of its nature, must control, even if it seeks to minimise the amount of its intervention. Thus it was shown in the last chapter how the state intervened in order to direct attention to vocational education but, by contrast, only to encourage the provision of liberal adult education. Thomas (1989:105) has suggested that:
It is possible to identify four major responses that all societies make in the management of learning. They can permit learning; in the sense that societies based on traditions of common law permit any activity that is not expressly forbidden; they can encourage the pursuit of certain learning objectives or outcomes; they can direct attention to specific outcomes, as is the case in all systems of education; or they can attempt to prevent or eliminate certain outcomes.
