ABSTRACT
This chapter talks about aims and objectives of the education. It has been wisely said that education aims at the good man, the good citizen, and the useful man. The aim of liberal education is the development of the whole man; and human nature involves instincts and sentiments as well as the intellect. When John F. Kennedy made the decision which led to the first moon landing he was, however unwittingly, lending his support to an educational theory and practice which had been gaining ground both in the fields of curriculum development and programmed learning in the USA. The discipline-centred approach, programmed learning, task analysis and techniques for problem-solving all abjure the muddling-through, by-guess-and-by-God methods of traditional practice, and agree on the need to state objectives in behavioural terms. Objectives are like targets. The nearer they are, the easier they are to hit. By taking thought, higher-order objectives are hittable, too, though not so reliably.
