ABSTRACT
This chapter suggests that an ideal-typical normative pattern should be derived from a selection of data about educational, political, religious and economic aims and theories accepted by members of an organised community of individuals. In the absence of a constitution, major legislation such as the 1944 Education Act must serve as an actual ideal-typical model for education in England and Wales. If ideal-typical normative models are to be useful the sources from which they are derived should be stated. The chapter draws a distinction between general aims which acquire meaning from a general normative context and more specific aims which can be understood by reference to the outcomes which are expected to flow from the practice of education. Middle-range or regulating theories are usually derived from philosophical assertions and consequently a normative element is rarely absent from any social scientific theory.
