Several educational philosopers address concepts of educational adequacy that extend far beyond objective measurements of achievement or competencies. The author of this essay contrasts the European concept of education as an initiation into a world of understanding and imagination with the American tradition of education as serving social and economic needs. She points out that defining adequacy requires agreement concerning what education ought to be. If education is conceived of as a lifelong process involving many social institutions, the concept of adequacy becomes much harder to define. If learning depends on a desire to change, then adequate education must reveal alternative possibilities. If education involves preparing students for life, then adequate education must train students for change. An adequate education may be one that places more emphasis on how to look at the world and how to use knowledge than on factual knowledge itself. Other adequacy considerations include the range of stimulation made available in the educational environment, the degree to which students are treated as individuals, and the depth of contact with symbolization and with values-developing situations. The author notes that measuring adequacy in terms of minimal achievement goals may actually impede efforts to go beyond adequacy to excellence. (PGD)