A study analyzed the educational thoughts of Johan Galtung, a Norwegian social scientist, internationally respected as an educator, researcher, and political theorist. Galtung's interests in education are focused on the socio-structural role which schools perform in societies at different stages of development. An attempt was made to measure the relevance of Galtung's thought for past and present advocates of the American philosophy of educational reconstructionism. Representative publications by nine reconstructionists, representing the progression of this school of thought from the 1920s to the present, were studied and compared with Galtung's thoughts to determine similarities and differences. Findings are presented in summary format based on five research questions concerning: (1) the main elements of Galtung's thought regarding the educational structures needed to realize conditions that foster peaceful social interaction; (2) Galtung's ideas on the ends and means of the development process and its implications for educational practice; (3) the type of future world Galtung considers necessary to assure peace and social development, and how education will figure in this design; (4) strengths and weaknesses identifiable in Galtung's theories as a result of critical analysis of their conceptual and logical structures; and (5) similarities and differences between Galtung's educational ideas and those of American educational reconstructionists. (JD)