ABSTRACT
This conclusion presents an overview of key concepts discusses in the preceding chapters of this book. The book discusses the possibilities and limitations of 'liberal vocationalism' through her attention to the much-neglected anarchist and libertarian notion of 'integral education'. It demonstrates the importance of common sense language and beliefs, systematically and critically understood, in the development of professional learning communities. The book provides a philosophical basis for Muslim education within multi-ethnic society, an abiding interest of mine since the author's duties with the Aga Khan University in Karachi. It offers an incisive critique of policy borrowing by successive governments in their pursuit of education policies. In Democracy and Education, John Dewey writes: the fact that philosophic problems arise because of widespread and widely felt difficulties in social practice is disguised because philosophers become a specialised class which uses a technical language, unlike the vocabulary in which the direct difficulties are stated.
