The popular educational reform trend toward competency testing is appropriate to measure achievement in the basic skills areas, but competency testing in core curriculum areas may cause teachers to teach for the test, lead to minimal standards at the expense of excellence, and stifle the transfer of learning and creativity. (CB)

This paper describes the philosophic assumptions underlying the movement towards minimum competency testing. Definitions of such concepts as scientific educational management, what is worth knowing, and the knower are explored. (DF)