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Additional info for Adult Education and the State
Likewise, the supervisors were viewed by the headkeeper whom they could never see nor know. The outcome, for Bentham, was total conformity and peace and calm but no individual freedom. Captured within this image is the idea of the bureaucratic state to which a chapter is devoted later in this book. But as Huxley showed, this state of affairs is unreal, since however sophisticated the social or genetic engineering, individualism will always somehow emerge and then the totalitarian social system will itself be under attack.
However, it will be clear from the complexity of the above discussion that while there is some agreement about how the state is defined conceptually, there is no single understanding about the way that its power should be exercised over that territory. Perceptions about this differ according to the different political traditions and there is not total agreement about these: Nisbet (1986), for instance, claims that conservativism, liberalism and socialism are central ideological orientations; Hall and Ikenberry (1989) suggest liberalism, Marxism and realism; Coates (1990) liberalism, Marxism, social reformism and conservatism.
1985) The Politics of Education, Massachusetts, Bergin and Garvey. Giddens, A. (1985) The Nation-State and Violence, Cambridge: Polity Press. A. (1981) Ideology, Culture and the Process of Schooling, London: Falmer Press. Gray, J. (1986) Liberalism, Milton Keynes. Open University Press. Grinin, C. (1987) Adult Education as Social Policy, London: Croom Helm. Habermas, J. (1976) Legitimation Crisis, London: Heinemann. A. J. (1989) The State, Milton Keynes: Open University Press. Hall, S. (1984) ‘The rise of the representative/interventionist state’ in G.