This essay proposes that systematic and reflective inquiry ought to become the underlying professional frame of mind that guides teachers, administrators, and policy officials. It is noted that the products of inquiry include rationales connecting recommended courses of action to intended outcomes, as well as the invention of techniques, materials, and prescriptions designed to achieve those outcomes. Part one presents the concept of the organizing principle of inquiry and impediments which stand in the way of the proposal. Projected consequences for the educational system are considered. Part two offers examples of inquiry processes and products for education. Characteristics of behavioral and social inquiry in teacher training and the organization of instruction are explored. Ways in which formal inquiry processes in research and development can improve effectiveness of educational practice are described. In part three, concrete suggestions are offered on how the transformation could be brought about. Memoranda present specific action steps as well as further views on the implications of the proposed reform for educational personnel. Part four summarizes the proposed reform, anticipates possible counter arguments, and sketches long-range possibilities. (JD)