 Neurath was aware of the values and limitations of the elements of visual education (see below), and admitted the diversity of tools and values with the same kind of pluralism, holism and pragmatism he adopted in his economic theory and more general scientific epistemology: each educational media had educational characteristics of each own that are incomparable and non-additive, cannot be ranked and serve different purposes (Neurath 1944, 56, Neurath 1945/1973, 238 and Neurath 1946, 99).