Psycho-epistemology provides a framework for this study on interrelationships among teachers, subject matter, and learners. Chapter 1 presents the polemics that lead to the problem, including sections on educational divergence, the noncumulative nature of knowledge in education, the divergence of opinion regarding the "best" teaching and learning strategies, and the necessity for teachers to have a philosophy of education. Chapter 2 justifies and explains the selection of Royce's "Multi-Factor Theory of Individuality", and his "Psycho-Epistemological Styles" model, as a possible explanation of divergent views in education. In chapter 3, a theoretical and conceptual classification of teaching models, along with subject matter categories, is described in terms of Royce's psycho-epistemological styles. The isolation of the problem and subsequent statement of hypotheses relevant to the problem are discussed in the last two sections of the chapter. Chapter 4 is an exposition of the methodology and the design; a description of the four instruments, the sample, and the procedure employed to connect the data are provided. The results of the empirical investigation are presented and discussed in chapter 5. The study closes with presentation of implications and conclusions. (JD)