Suggests that educators are called to define and describe truth more foundationally than before if they are to facilitate existence that is right, just, and correct. Describes the shift from the Newtonian model of what it means to be human to a more Einsteinian understanding and its requirement of more formative learning processes. (Author/JOW)

Discusses the application of Jungian analytical psychology to education. The author outlines Jung's concepts which relate to the foundations of education, personality development, cognitive processes, motivation, and curriculum theory. (AM)