ABSTRACT
Teachers are charged with the task and responsibility of Educating – of going beyond socialisation – and this they fail to do. But it remains to be seen now whether they could possibly go beyond socialisation within the conditions placed upon them. The function of education in any society is the socialisation of youth into the prevailing culture. On the one hand, schooling serves to integrate individuals into society by institutionalizing dominant value, norm and belief systems. Schooling is a process in which the directive agents are teachers, such that certain claims made regarding the schooling process can also generally apply to or be connected with teachers; and schooling is also a process which is structured by dominant social relations. Potential immediate factors exist in abundance for teachers to call on. This chapter indicates how 'individualistic logic' can leads into mistaken theories and conclusions, and thus erroneous conceptions regarding teacher-success in Educating.
