ABSTRACT
This chapter provides a long history that has a definitely topical relevance for today's climate of intense educational debate in the contemporary global environment. It explores the educational ideas began in childhood with the realisation that self-induced learning would be more productive and satisfying than teachers' teaching. Comprehensive education and equality of opportunity were the banners under teaching with a mission. The chapter argues that the kind of continuous self-education advocated by Maslow is especially necessary in the light of contemporary adverse conditions affecting the teaching profession across the world. Maslow had articulated the idea of self-actualisation and made it well known among psychologists in the West. The consequence of the present condition have coincided with movements among curriculum policy makers and reformers as far afield as Hong Kong, Australia, Namibia, and England at least in the rhetoric of school based curriculum development, teacher self-actualisation, and teaching as a research-based profession.
