Beneath the banalities of buzzwords lies a syntax of philosophical traditions that have pedagogical impact on how we willingly or unwittingly conduct ourselves as educators. This paper presents an analytic review of two contrasting educational philosophies and their corresponding learning outcomes. Questions will be raised concerning the schism that exists between teacher-centered and student-centered approaches, and their implications to concepts central to education such as accountability, ownership of understanding, and responsibility. Finally an argument is presented of how a rational policy of homework may be able to bring about goals consistent with current reform initiatives, without radically altering curriculum or pedagogy. Contains 30 references. (Author)