ABSTRACT
This social identity, however, is not a gift of nature, acquired by maturation or biological development. It is, rather, a distinctively human achievement which is acquired by one generation learning it from another, and adapting and developing it as circumstances require. It is with the transmission of social identity and with the cognate notions of intergenerational continuity and of social reproduction that education, taken most generally, is concerned. Since economic power brings with it political power, modes of political organization, kinds of democracy that have been developed, and views of the good and justly ordered society. In addition, issues about the nature of the justly ordered society and of an educational system appropriate to it involve questions about what constitutes the good life for members of a society. Schooling is what goes on in schools, but the connection between schooling and one or other conception of education is a contingent one.
