This paper argues for the value of careful and honest school description. Such descriptions may be undertaken as a means towards the formulation and articulation of an educational theory, school policy, or ‘philosophy’; or, where a theory, policy, or philosophy is already in place, a detailed description may be used to check on the compatibility of extant conditions and practices with that position. What are seen to be important basic considerations and logical foundations underpinning the sorts of discussions, decisions, and actions that might be undertaken in description are identified and elaborated.
