Noting Martin Buber's rejection of both the permissive (individualistic) and the authoritative models of education and his dislike of clear epistemologies or systematic pedagogies, this paper examines Buber's work as an organized philosophical underpinning for dialogue in the classroom. The paper details Buber's approach to education as an alternative to the above mentioned extremes in sections that (1) discuss Buber's method of association with students and (2) describe his vision of what constitutes the educated person. The final section of the paper considers the implications of applying Buber's educational philosophy to speech communication instruction. (RL)