Educational goals are informed by ideas about the types of people that education is intended to produce. Since the inception of mass education of children by the state, education has historically been concerned, for good or ill, with attempting to shape, discipline and mould individuals to become productive workers and responsible citizens or, from more emancipatory perspectives, to enable children to become ‘fully human’. What counts as a responsible citizen, a productive worker, or a fully realized human being is, of course, the subject of some debate. The idea of education as a process concerned with the development of the person, however, is not.