CL>.. the following reformulation of Peters's conditions is offered:
CL>That "education" involves an initiation of the learner into
CL>effective inquiry about the conditions of human flourishing
CL>and their own good living, and into the modes of action
CL>which their own inquiry may suggest is important.
CL>That "education" must involve breadth of knowledge and
CL>understanding, and wide-ranging skill, connected and related
CL>in a comprehensive cognitive perspective; not being "inert"
CL>but transforming, informing and influencing perception and
CL>action.
CL>That the process of "education" engages the reason of the
CL>learner so that they come to believe and act for their own
CL>reasons,
I'll buy all the above...
CL>and it rules out some procedures on the grounds that 
CL>sufficient wittingness and voluntariness on the part of
CL>the learner would be lacking.
I'm not sure I understand your meaning here..
If you are saying that the learner must be
actively involved in the process; analyzing,
processing, extrapolating, etc, then I accept
the premise....
From what you've written, it appears that we
have a similar perspective on Peters' work..
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 * MR/2 2.26 * OS/2 WARP...Opens up Windows, shuts up Gates.
--- Maximus/2 3.01
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