Abstract
Every generation of adults faces a serious and complex challenge and successful resolution of this challenge determines the future of their society. This was articulated by Hannah Arendt (The crisis in education. In: Arendt H (1958). Between past and future: eight exercises in political thought. Penguin, London, 1954) as being the transmission to the coming generation all the things which that particular society believes to be its own best features and crucial knowledge for future citizens. Which features, and what knowledge are to be passed on, varies widely around the world due to different philosophical, political cultural and religious beliefs. Nonetheless, all education systems share a fundamental goal, that at some predetermined age the ‘child’ will be considered ready to engage with the world as an adult citizen of its society. This chapter explores such debates within the context of UK compulsory education.
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