This report summarizes the preliminary findings of the Educational Policy Research Center in the area of alternative future histories and analyzes the implications for educational policy. The analysis is based on the overall finding of the study that "of some 40 feasible future histories, there are very few that manage to avoid a period of serious trouble between now and 2050" and on the conclusion that "the paramount educational task for the developed world is the altering of the dormant basic premises, perceptions, images, and values ['pathogenic premises'] of the industrialized culture and that the paramount task for the nation is the development of a sense of purpose and unity in facing the problems and opportunities of the future." The extensive analysis of the direction which seems required (if the undesirable alternative futures--of which half are highly authoritarian states--are to be avoided) is organized according to six major tasks: (1) make a direct attack on aspects of the "world macroproblem"; (2) control technological development and application; (3) alter values, perceptions, and premises; (4) establish a new sense of national purpose; (5) meet the educational demands of varied groups; and (6) educate for coping with an uncertain future. Each task is analyzed in terms of its implications for the following areas of education: new conceptualizations, research and development, institutions, educational environments, program content and resources, and processes. Radical innovation seems essential. (JES)