 It also extended to political arrangements, from socialism and democracy to ideals of international cooperation. The earlier views emphasized the socialist significance of education as condition of democracy in the form of informed participation and of cooperation, since ‘successful collaboration is possible only when those who act fix on one possibility, whether by agreement or by propaganda’ (Neurath 1928/1973, 293). Education as spreading of knowledge is required for everyone involved in taking common decisions and hence for the working of democracy (Neurath 1945/1973, 230). Democratic society, Neurath concluded, requires a common language (ibid., 247). Post-WWII internationalism became a motivation for visual education (ibid., 234, 247). Common language without common laws and common language for common knowledge and cooperation, rendered visual language a socio-political tool, as the non-dictatorial basis for a potential human brotherhood (ibid., 248). In both contexts, Neurath offered a criticism of elitist individualistic teaching with a contrast between Anglo-Saxon education methods linked to empiricism and utilitarianism and Nazi education linked to German romanticism and transcendentalism (Neurath 1945b, 370–1).