This paper examines the relationship of educational goals to some fundamental beliefs. Four research findings judged as well-substantiated but not yet having full effect on educational thinking were considered: (1) The breadth and magnitude of human capacities and resources far exceed present levels of actualization within persons or societies; (2) world and self-perceptions are strongly conditioned by familial and social learning, as well as by personal needs and motives; (3) unconscious processes comprise a major portion of significant human experience (perceiving, learning, thinking); (4) basic attitudes and beliefs (self and world views), conscious and unconscious, tend to be self-fulfilling. Educational policy implications of these findings are discussed and it is suggested that their interpretation depends upon basic philosophical assumptions which underlie the specific research and the research methodology. A classification is made of sets of basic assumptions. A 46-item bibliography is included. (Author/MLF)