Were Liberal politicians motivated to seek out experiences that enhanced their appreciation for a policy, an Act or a Bill—and if so, did their political experience (or need for education policy concerning knowledge) toward a policy, an Act or a Bill bias the various experiences they valued and pursued? Such is the theme that one of the scholarly papers in this volume aims at examining. Indeed, the paper explores the foundation that Victorian politicians valued, notably the increase in knowledge, in education, as a means of enhancing their hedonic appreciation of future education experiences in a given policy category. It is shown, in the paper, that the 1870 Forster Act had an impact on the political will which, on its turn, enabled the politicians—experienced or not—to use knowledge in education to the benefit of the populations that expected to use the reformed education policies to their own benefit.
|Category:||Social & Cultural studies, Social Science|