This discussion of the importance of psychotechnologies such as biofeedback, meditation, and guided imagery to education focuses on the potential of such techniques to expand human learning capabilities and consciousness. The work of many theorists and researchers in the fields of education, physiology, and psychology is reviewed, citing evidence that psychotechnology can: (1) augment instructional design models; (2) generate extraordinary learning outcomes; (3) provide additional cognitive strategies to improve one's ability to learn; and (4) augur a future trend in the definition of instructional technology. A list of 47 references is included. (MES)