Introduction

D. H. Hargreaves, for instance, makes some rather far-reaching suggestions by way of reform of the curriculum and examination system, which would have consequences for the organization of schooling and the teaching profession. In the relatively affiuent sixties and seventies such concerns found expression in a number of projects and curriculum packages, such as the Schools Council Lifeline, Startline and Humanities Curriculum projects in this country. Perhaps one of the key points, however, is that teachers, given that they are only human in their reflective capacities, tend to think of teaching in terms of their subject and of educational success as achieving subject prowess in their pupils. The danger, is that, as Hargreaves has argued, school becomes an institution serving and satisfying only a small, committed minority of its clients. School policy on discipline is something that has not uncommonly, if paradoxically, been considered separately from its overt stance on moral and social education.