ABSTRACT
Education, like art, politics, science, and other activities on which men pinned their highest hopes, has become the object of heated controversy and even disillusionment in many quarters. One reason for this dramatic turn of events, no doubt, is that many new demands are being placed on educational institutions which they in turn have not been able to satisfy. Witness, for example, current demands for relevance, freedom from indoctrination, and the cultivation of greater sensitivity to human suffering and social injustice. At the same time, new demands are being placed on the various kinds of education which people have acquired and which were thought to be adequate for their purposes, but which are now found to be wanting in many important respects. When confronted by such unprecedented demands as those of rapid technological change, the environmental crisis, and world citizenship, many people have concluded that they are not the beneficiaries of an education, but are rather the victims of mis-education.
