Richard Pring is Emeritus Professor at the Department of Education, and Emeritus Fellow of Green Templeton College, University of Oxford, UK. He was Lead Director of the six year Nuffield Review of 14-19 Education and Training for England and Wales, and until 2003, Professor of Educational Studies, University of Oxford, UK, where he was Director of the Department.

" ... I find this volume outstanding. I know of no other book that will be so helpful to anyone wanting to make sense of, and to evaluate, three decades of British educational innovation. It should be widely read...I conclude by suggesting that one important but neglected virtue is synoptic understanding, a kind of understanding that involves not just a breadth of awareness of things and their inter-connections but depth of appreciation of their sources and motivations - an educational virtue that is rare in educational writing but splendidly evident in this volume." Dr M. Degenhardt, University of Tasmania

• IntroductionPart 1 - Educational Aims, Standards and ValuesPart 2 - Educational Aims: Theory and PracticePart 3 - Educational Aims and the Preparation for TeachingPart 4 - Educational Values: ResearchConclusion

Richard Pring is Emeritus Professor at the Department of Education, and Emeritus Fellow of Green Templeton College, University of Oxford, UK. He was Lead Director of the six year Nuffield Review of 14-19 Education and Training for England and Wales, and until 2003, Professor of Educational Studies, University of Oxford, UK, where he was Director of the Department.

" ... I find this volume outstanding. I know of no other book that will be so helpful to anyone wanting to make sense of, and to evaluate, three decades of British educational innovation. It should be widely read...I conclude by suggesting that one important but neglected virtue is synoptic understanding, a kind of understanding that involves not just a breadth of awareness of things and their inter-connections but depth of appreciation of their sources and motivations - an educational virtue that is rare in educational writing but splendidly evident in this volume." Dr M. Degenhardt, University of Tasmania

• IntroductionPart 1 - Educational Aims, Standards and ValuesPart 2 - Educational Aims: Theory and PracticePart 3 - Educational Aims and the Preparation for TeachingPart 4 - Educational Values: ResearchConclusion