The philosophy of phenomenologist Maurice Merleau-Ponty, who views the individual and society as contributors to a dynamic, ambiguous process, is applicable to educational philosophy. Merleau-Ponty's concern with free men and their relationship to the world centers on his concept of self, others, intersubjectivity, and morality. The self's contact with the social represents the origin of truth; persons discover themselves only in the social milieu where subjectivity and objectivity meet. Intersubjectivity refers to the impenetrable private world inhabited by everyone. Although unique to the individual, intersubjectivity creates a unity in which individual dreams are forged into a common goal, e.g., freedom. Merleau-Ponty suggests that change occurs only through institutional structures, that morality stems from respect for others, and that virtue is an affirmation of a universal bond among all human beings. From his perspective, education would combine groups with diverse viewpoints in school-inspired activities which focus on communication. While encouraging change through institutions, educators would alert learners to the threat of bureaucracy to the creative mind. Moral education would focus on the dilemmas of the human condition with the concern of extending justice to all, especially the weak and disadvantaged. (KC)