It is t rue that the educational system outlined in Chapter 2 included vocational t ra ining as an important pa r t . To that ex ten t , educators should not shut their eyes to the short-term practical needs of the society in which they are working, as reflected in the types of employment available. But the heart of the education advocated here is the disinterested s tudy of the natural world, of human nature and human history and of the a r t s . I suggested that everyone would be bet ter able to live and make decisions about his or her life with a grounding in these a reas , and t ha t , to bear full fruit , each of these areas should be regarded as having its own criteria of excellence and success . In other words, the academic core of the education system is or should be essentially self-regulating, for what is at issue fundamentally is the pursui t of t r u t h and the development of the human spir i t . These things cannot be made subservient to any actual social s e t -up . Indeed, they provide the basis for the informed criticism and development of existing s e t -ups . If we are interested in living in a society that is composed of people who have some genuine insight into the world, human nature and themselves, we should want both that everyone should unders tand something of the areas outlined in Chapter 2, and tha t , in our society, disinterested work in these areas should be carried on at a high level.