ABSTRACT
As noted in Chapter 1, administrative practice is often seen to be driven by noneducational criteria, such as those manifest in bureaucratic rationality, in political expediency, and in calls for economic restraint. While noting that it would be naive to expect that these criteria will be easily replaced in the realities of practice, we argue that there is a need to explore ways and means of rekindling a concern for values in the administration of education. Like Evers et al., we recognise this as an intrinsically philosophical and practical task. Essentially, it is philosophy-in-action (Hodgkinson, 1981).
