| Abstract: | The social role of education, and the particular influence of educational broadcasting, especially on scientific and technical subjects, are examined in this paper. The technology of broadcasting and well‐established traditions in schooling both encourage a consensus view of educational topics that in fact are by no means necessarily non‐controversial. The author asks whether educational broadcasting can serve the aim of pupil‐centred learning by promoting access and flexibility in education and relating to the student's perception of social reality. He concludes that at present it does not. |
