After introducing Madeline Hunter's lesson planning and teacher supervision model, this paper examines the scientific claims made for the model and provides a philosophical critique based on John Dewey's observations about teaching and learning. Although Hunter claims her model is research-based, the paper finds little evidence to support this assertion. Hunter's "scientific" learning theory, which moves swiftly to teaching prescriptions and claims for increased student achievement, is suspect for being based partly on research with animals lacking both a culture and the capacity for higher cognitive processes. Dewey held that psychological learning theory is not really scientific until tested and proven in educational practice. The links that Hunter infers between learning theory and teaching have not been substantiated. When viewed through the lens of Dewey's theory of learning and teaching, the Hunter model seems to be mechanistic rather than intellectual, to value teaching over learning, to view teachers as technical decision-makers rather than intelligent practitioners of a complex art, to be accepting of the educational status quo, and to offer an incomplete account of learning and teaching dynamics. One appeal of the Hunter model is its supposed simplicity and suitability for school organizations modeled after factories. The paper deplores the Hunter model's proliferation in Pennsylvania and suggests that ideas should always precede practice. Included are 13 references. (MLH)