ABSTRACT
Our arguments for particular educational aims must necessarily involve more fundamental value judgements regarding such matters as the nature of the good life for the individual or society, the ways in which individuals ought to relate to each other, what goals it is in general desirable to pursue, and so on. Serious examination of these questions raises further ones, sometimes referred to as 'meta' questions, about the nature, validity and logic of value judgements themselves. It is neither possible nor desirable to consider these questions here, for to do so would take us away from the immediate educational context and into the realms of general philosophical controversy.
