This paper explores the ideological changes which have influenced American education during the past 25 years. Gradual shifting of values and fluctuating attitudes are examined in the broad areas of authority, educational theory, the idea of merit, and moral perspectives. It is pointed out that public disastisfaction with the schools has been felt for well over a decade and that it has been responsive to the actual vicissitudes of American schooling, specifically the easing of both academic and disciplinary demands. It is also noted that the public's attitude toward schooling is not shared by a great many experts in education, who may agree that there has been a decline in quality, but see this as the price to be paid for universal education. In probing changes in the philosophy of education, an effort is made to clarify the reasons for the loss of consensus as to the functions of the schools and the values they are meant to embody and teach. (JD)