ABSTRACT
Writers propose different numbers and types of educational ideologies (see, for example, Davies, 1969; Lawton, 1973, 1989; Morrison and Ridley, 1989; Scrimshaw, 1983; Skilbeck, 1976), depending on whether they think these are best divided into broad categories, or should be further subdivided to accommodate any subtler differences which can be divined in what practitioners do and say. To an extent, how many educational ideologies are needed to do justice to the potentially enormous divergences of belief within the teaching profession has to be decided arbitrarily, according to our purposes.
