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2016 | OriginalPaper | Chapter
The Working and Living Environment
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In Chapters 6 and 7, we found ourselves with a narrative in which formal education facilitates economic development. In Part III, it simultaneously acts as a vehicle for personal realisation, the expansion of democratic participation and control of decisions in the modern world. But a narrative based exclusively on formal education would be overly simplistic, with an implicit acceptance of a hierarchy of learning ‘between the mode of transmission [of knowledge] in a technical society, with its schools, and an indigenous one, where cultural transmission is in the context of action’.1