Few people have written about the educative society, Kidd (1961) being a notable exception and no one, as far as I can discover, has written about a teaching society although the information society contains echoes of it. Teaching has traditionally been associated with the idea that there is a truth proposition (knowledge) or an accepted theory that can be disseminated through the agency of the teacher – but in late modernity the idea that there is a truth or an indisputable theory to be taught is now harder to accept, although there are many people who still hold to the idea that what they are taught is true. Foucault (see Sheridan, 1980) called this a ‘will to truth’. Even so, the fact that there are a variety of teaching methods – didactic, Socratic, facilitative and experiential – indicates that teachers have recognised that there are an increasing variety of ways of approaching their task. Nevertheless, this provides teaching with a degree of flexibility that might have become increasingly utilised in the face of the epistemological changes referred to in the previous chapters (see Jarvis, 1995 for a discussion on this).