A BROAD EXPLORATORY AND THEORETICAL STUDY WAS CONDUCTED TO DETERMINE IN A FUNDAMENTAL SENSE THE IMPLICATIONS AND IMPACT WHICH NEW RESEARCH IN THE BASIC BEHAVIORAL SCIENCE FIELDS HAD ON EDUCATIONAL PRACTICE AND THEORY. THE TOTAL TASK WAS TO BUILD A NEW EDUCATIONAL THEORY USING SAMPLINGS FROM ALL BEHAVIORAL RESEARCH AND TO INVESTIGATE WAYS TO REDUCE THE LAG BETWEEN RESEARCH FINDINGS AND THE ACTUAL APPLICATION OF THESE FINDINGS TO EDUCATION. THE SURVEY BROUGHT OUT SHARPLY THE GREAT COMPLEXITY OF THINKING AND LEARNING PROCESSES AND OF STRATEGIES OF LEARNING THOUGHT TO BE RELATED TO THE COMPLEXITIES OF INTELLECTUAL ABILITIES. THIS SUGGESTED THE NECESSITY OF HAVING STUDENTS EXPERIENCE VERY SIMILAR THINKING AND LEARNING PROCESSES AS WELL AS A MASTERY OF RELATIVE SUBJECT MATTER CONTENT IN ORDER TO MAXIMIZE TRANSFER OF TRAINING OF THE SPREAD EFFECT DESIRED BETWEEN RESEARCH AND PRACTICE. FINDINGS AND SUGGESTIONS FROM THE SURVEY WERE ORGANIZED INTO FIVE PERSPECTIVES FOR VIEWING EDUCATIONAL PROGRAMS--(1) NATIONAL HUMAN RESOURCES DEVELOPMENT, (2) RELEVANT RESEARCH USE IN BASIC EDUCATIONAL PRACTICE, (3) WORLD-OF-WORK VIEW OF EDUCATION, (4) ATTAINING SELF-UNDERSTANDING AND AWARENESS THROUGH EDUCATION, AND (5) A THREE-DIMENSIONAL MODEL OF AN EDUCATIONAL PROGRAM. THESE FIVE PERSPECTIVES WERE DISCUSSED AND DOCUMENTED. SOME SOCIAL SCIENCE VIEWS WERE THEN EXAMINED AS THEY PERTAINED TO THE COMPLICATED SOCIAL MATRIX WITHIN WHICH SCHOOLS MUST OPERATE. (JH)