ABSTRACT
Liberal approaches to education are harder to recognise as involving a distinctive method. This is because to some extent liberal approaches represent a fusion of what is best in the methods so far discussed and also, to some degree, a compromise between approaches which see teaching as technology and approaches which see it as a form of personal therapy. The key to understanding why so many writers in the liberal humanist tradition have thought it important to distinguish between teaching, training and educating lies in the last of these concepts. The presence of the value criterion is extremely important in marking out a liberal humanist from a purely scientific or technological approach, since what distinguishes many of the methods is that they were essentially neutral on the matter of valuation. Teaching can in the end only be distinguished from training or drilling by reference to the type of behaviour it is intended to evoke.
