ABSTRACT
It has been maintained in this book so far that education is an enterprise which aims at producing a certain type of person and that this is accomplished by the transmission of knowledge, skills and understanding from one person to another. The philosopher's role is seen as being that of scrutinising the various assumptions and justifications made and offered by practitioners and theorists in this field. We have, consequently, examined in an elementary way notions like educational aims and purposes, the nature of educational theorising and the nature of knowledge. We need now to look at the 'transmission' aspect of education. The curriculum sets out what is to be taught and, once again, raises implicitly the question of justification. Transmission involves pedagogy and this in turn raises questions of clarification and justification. We are now to be concerned not so much with what is taught but with how it is taught, with the concepts of teaching and training and with the associated issue of indoctrination. In examining these topics we shall need to deal with the roles and positions of both teacher and pupil and with the extent to which teaching and educating involves the concepts of authority, discipline and punishment.
