The potential of nonverbal communication as a field of inquiry for educators is explored in this paper. Following a brief introduction, the first section of the paper discusses basic concepts in nonverbal communication, beginning with two related definitions and a review of research. The functional significance of nonverbal communication is considered and different ways of dividing up the field for analysis are identified. The paper then describes and reviews several major subsystems of nonverbal communication: kinesics (the meaning of movement), proxemics (communication through the use of space), artifactual communication (communication through modification of the appearance), vocalics (the meaning of voice quality), tactile communication (using touch), and olfactory communication (using smell). Examples of nonverbal behavior that can be observed in schools are provided next. The document concludes with a review of the writings of several "educational revisionists." Ways of using nonverbal communication skills to test the accuracy of these writers' ideas are suggested. The writers include Carnoy, Freire, Kozol, Griffin, Fanon, Greer, Henry, Glasser, and Durkheim. A 74-item bibliography is appended. (PGD)