At a very young age, a black child acquires a conceptualization or idea of race and the implications that such a conceptualization has for his "survival" and not quality of existence. While contemporary movements are geared toward offsetting some of the consequences, e.g., black self-determination, black power, and black control, blacks, in general, are still faced with the dilemma of identity (personality) development within a society dominated by the institutionalized norms and values of the "intellectual colonizer." Current educational systems, in order to be relevant, must be geared toward: (1) a consciousness which demonstrates concern for quality versus quantity; (2) a consciousness which places emphasis on human outcomes versus inputs; and, (3) a consciousness which deemphasizes product outputs. In addition, Black Studies can be instituted to meet the specific needs of a black society. Educational outcomes for the future should be geared toward facilitation of individual capacity for decision-making in the presence of substantive options. (Author/SB)