Educators are warned against trying to implement open education without first understanding and believing in the philosophical, personal, and professional roots'' from which present open education practices have sprung. Twenty-nine assumptions about children's learning and about knowledge that reflect the philosophy of most open education…

Fitting the school to the child now requires knowledge of developmental stages, understanding of the theory of match,'' the impact of life environment conditions on learning style and attitudes, and awareness of cognitive-affective interaction processes. (Author)