ABSTRACT
In recent years those who have been concerned with an economic dimension to the curriculum and to pupils’ experiences in schools have linked the adjective to a variety of nouns. Prominent among these are ‘literacy’, ‘awareness’ and ‘understanding’; less frequently met are ‘capability’ and ‘achievement’. The title of this chapter offers yet another example of this process. The purpose of this introductory section is to examine these usages of language and to offer a taxonomy of them in an endeavour to consider how far they throw light on the notion of ‘economic responsibility’.
