The rendering of the concept of rationality is crucial to the understanding of the implications of including mental health as an educational goal. If there is a positive, universal definition of rationality, which can be applied to everyday situations, then the teaching of rationality and thereby the improvement of mental health should be undertaken in the school. Those who assume this universal definition advocate inclusion of mental health as an educational aim; those in doubt about the universality of rationality criteria oppose the use of mental health concepts in school. Two distinct bodies of literature exist which bear on the question of this universality. A possible conclusion is that if there are no early applicable criteria of rationality, education for mental health reduces to education for conformity. (KA)