 In the 1950s, Anderson retreated from broad political theory which had been a feature of his lectures and writings of the 1940s, and attended more to local and institutional questions. This new emphasis emerged in his lectures on education and on criticism. Central to Anderson’s view of education is the rejection of any utilitarian or instrumental view of education, the view of education as a means to some other purpose. Education needs to be understood as an activity with positive characteristics of its own. Education is critical, devoted to developing and discarding hypotheses, to seeing through pretensions of all kinds. It means for the individual “finding a way of life” and it affects the whole life of the educated individual. Critical intellectual life survives as a social tradition, a “movement” to which individuals are attracted and in which they are caught up.