THE AUTHOR PRESENTS A PHILOSOPHY OF EDUCATION THAT IS BASED ON THE CONCEPT THAT EDUCATION SHOULD CONCENTRATE ON DEVELOPING THE INDIVIDUAL STUDENT RATHER THAN ON IMPARTING KNOWLEDGE AND SKILLS. EDUCATION FOR INDIVIDUAL DEVELOPMENT WAS DESCRIBED AS A PROGRAM CONSCIOUSLY UNDERTAKEN TO PROMOTE AN IDENTITY BASED ON SUCH QUALITIES AS FLEXIBILITY, CREATIVENESS, OPENNESS TO EXPERIENCE, AND RESPONSIBILITY. EARLIER CONCEPTS OF THE PROPER ROLE OF EDUCATION WERE CITED FROM LITERATURE TO SUPPORT THE IDEA THAT THE PURPOSE OF EDUCATION SHOULD BE THE MOLDING OF MEN RATHER THAN THE PRODUCTION OF KNOWLEDGE OR THE COMPLETION OF UNITS. THE AUTHOR ARGUES THAT THE PLANNING OF A TOTAL EDUCATIONAL ENVIRONMENT MUST BE GUIDED BY A THEORY OF THE TOTAL PERSONALITY AS WELL AS BY SOCIAL THEORY. PERSONALITY THEORY WAS SEEN AS A MEANS OF CONNECTING WHAT HAPPENS IN STUDENT ACTIVITIES WITH WHAT HAPPENS IN THE CLASSROOM. IT WAS EXPECTED TO INDICATE WHAT ASPECTS OF A PERSON INFLUENCE OTHER PARTS, AND HOW THESE ASPECTS ARE AFFECTED BY FORCES FROM THE ENVIRONMENT. THE TEACHER'S ROLE WAS SAID TO BE, IN PART, TO TURN THE STUDENTS' SCRUTINY INWARD UPON HIMSELF IN SEARCH OF THE SOURCE OF HIS BELIEFS TO PRODUCE THE SELF-KNOWLEDGE THAT IS PREREQUISITE TO DEVELOPMENT. THE APPLICATIONS OF THIS THEORY TO THE COLLEGE ENVIRONMENT ARE DISCUSSED IN RELATION TO CURRICULUM, INSTITUTIONAL BUREAUCRACY, TEACHING AND RESEARCH, INSTITUTIONAL PURPOSE, COLLEGE SIZE, AND EXPERIMENTS IN BETTER TEACHING. (AL)