This book describes an interactive-interdisciplinary way of looking at the social conditions which impinge upon schooling, and which impact upon the social facts of life. It examines current schooling problems from the perspective of radical social democratic thought. The book is organized into four major sections. Part 1 provides an overview and an introduction to radical socioeducational analysis as a methodology. Part 2 identifies socioeconomic relations as the major contemporary problem, and examines the role of the law in sustaining social problems. Part 3 describes the effects of social inequality on education, particularly in measurement of cognition. It also examines the concept of victim blaming, compares Rousseau's idea of "natural education" and Giroux's "radical education," provides an existential psychohistory of Frantz Fanon, and discusses the assault on the learning disability classification as typifying the limits of socioeducational reform. Finally, Part 4 discusses the desirability of morality and ethics in socioeducational reform, and presents recommendations for such reform. These proposals are based on the belief that education is for self-fulfillment and social adaptation. Curriculum must be rational and flexible. The interplay between the values of society as a whole and educational institutions as a group is believed to determine vocational opportunities. These opportunities reflect the morality of a given society. "Real education" will occur when individual-societal conflict is better resolved in the direction of a society's satisfying basic needs, keeping interpersonal conflicts to a minimum because its citizens are self-fulfilled. (KH)