This paper outlines some tentative implications of consciousness research for education. A societal transformation appears to be occurring, reflecting the emergence of new guiding images manifested and catalyzed by gradual but profound changes in individuals, groups, and institutions. Critical aspects of this societal transformation are the attitudinal shifts and increasing knowledge in the field of human consciousness research. The tentative implications for education are presented in outline form. There are three major areas of education which will be affected. First, human consciousness research will affect cultural conceptions of learning and education. For example, the emphasis on the personal dimensions of learning and development is likely to be complemented by a recognition of the social aspects of education, work, and play. The second area to be affected is the societal aims and expectations of education. Nearly all societal institutions may become involved in continuing education. An essential role of educational institutions may be to teach students how to learn. Third, educational theory, research, and practice may be expected to incorporate the findings of human consciousness research. For example, the physical environment, including lighting, color, noise, and seating patterns, is likely to be deliberately designed to achieve specific psychological or educational effects rather than being allowed to unconsciously constrain learning and performance. (RM)