 My point is, that no course of study can claim any position of ideal completeness. Nor are the omitted factors of subordinate importance. The insistence in the Platonic culture on disinterested intellectual appreciation is a psychological error. Action and our implication in the transition of events amid the inevitable bond of cause to effect are fundamental. An education which strives to divorce intellectual or aesthetic life from these fundamental facts carries with it the decadence of civilisation. (1929a: 73)