Education is both an idealistic and a practical endeavor. It is essential to have an image of the educated person to which to direct individual efforts and institutional policies. The present view of the educated person is that of a materialist, specialist, individualist, nationalist, secularist, and opportunist. Looking backward, Plato's image of the educated person was embodied in his concept of the philosopher-king, trained in both the physical and intellectual arts as well as military science, music, and ultimately philosophy. Wanting for nothing, the philosopher-king would be beyond corruption, to the benefit of the community. Later, Erasmus' image of "the good man" was the pinnacle of Renaissance culture, possessing tolerance, wide and cosmopolitan interests, moral excellence, and sound learning in Latin and Greek. Friedrich Herbart saw moral development as the ultimate goal of education. Herbart's model of the "cultured man" epitomized freedom, goodwill, perfection, righteousness, and ethical responsibility. The educated person of the future should embody such virtues as holism, altruism, and environmentalism, and should be creative, cooperative, circumspect, and egalitarian. Educators must treat culture as a discipline in itself. It will require the descriptive, comparative, non-judgmental study of culture. Such initiatives must be at the forefront of pedagogical change. (SG)