REVISING THE COMPREHENSIVE IDEAL

What may be called 'the comprehensive ideal' is still powerful both in theory and practice. To put this ideal into a respectable to some bas ic logical/conceptual points, and awareness of the underlying feelings which inspire it. It is then possible to face questions about how to retain equality whilst catering for individual differences, how to est ablish a potent and fraternal community in schools and elsewhere, and how to give individuals a sense of worth whilst fully acknowledging cr iteria of expertise - in virtue of which many people will never shine as performers or achievers.