This presentation explores the dimensions of interaction, engagement, and collaboration possible between clinicians and teachers as it relates to changes in education necessary for our time. The authors attempt to identify educational goals, based upon our changing concepts of man as a social being, to serve in considering the contribution of behavioral scientists to the future of education. Toward this end, the educational process itself is examined, and the relevance of affectively charged, experiential learning for man is discussed. Finally, ways are examined in which behavioral scientists may have both the opportunity and skills for participation in the changes evolving in education. The authors conclude that the behavioral scientists' understanding of child development and the learning process means that they have particular insights to contribute to the planning of the educational process. Their understanding of conflict and of conditions essential for forcing change without violence may hopefully influence the development of curriculum if suitable means can be established for collaboration with educators themselves. A discussion by Portia Bell Hume, M.D., and response by Wilson Yandell follow the presentation. (Author/JLB)