Relationships between the educational process, society, and the individual are explored through an examination of the nature of truth and the sources of knowledge for each of these elements. A utilitarian model of education is explored with regard to the tensions between individual perception and self expression and the needs and constraints of organized societies. Some of the consequences of current modes of public education and resulting cultural conflicts are described, particularly in relation to unique cultural groups existing within greater societies. A discussion of the Native American view of education is offered in contrast to the practices of contemporary public education. Clear distinctions are drawn between the educational objectives of cultures living in a sustainable relationship with Nature and those of societies who are operating within a human defined and resource exploitive context. The conclusion reached is that there might be value in incorporating the wisdom of Native people in assessing the process and outcomes of general public education.