A philosophical orientation to teacher education would be a critical orientation, laying stress on the clarification of terminology, on the understanding of the logic of subject matter, and on a consideration of "what the known demands," or action deemed necessary from content knowledge. Fragmentation would be overcome, and a synthesis would be effected, not only throughout the curriculum, but in the organization of the school and its relation to the community. There would be a focus on the normative dimension of education: on the differences between "schooling" and "education"; on aims and purposes, values, and value conflicts; and on agreed upon moral principles and questions having to do with decision making and choice. (JD)