Abstract
The value of full and careful school description is argued for in this paper. School descriptions are seen not only as valuable as such, but it is suggested that the process of developing such descriptions can be utilized as a means towards the development and articulation of school policies or philosophies. From detailed and extensive information collected, useful summaries can be prepared for use both within and outside the schools. From discussions concerning information relevancies and priorities, and from the decisions flowing from these discussions, meaningful school policies or philosophies can be produced. (Although the schools clearly prefer the rather grand word ‘philosophy’ (which in fact is used almost synonymously with ‘policy’), I would argue that the term ‘educational theory’ much more accurately describes what they ought to be striving for. For the purposes of this paper, I shall employ the words ‘philosophy’ and ‘policy’ throughout, and in a way that I hope will prove generally acceptable and intelligible.)