The conference intended to stimulate dialogue between psychologists and educators for the purpose of developing "creative propositions" that address the functions of schooling with the most relevant and advanced psychological knowledge. Most broadly, the papers and critiques are concerned with how psychology could be used to improve: (1) socialization; (2) curriculum development; (3) teaching; and (4) guidance. Some attention is also given to the total functioning of schools, especially organizational change and the community base. Papers deal variously with: (1) an interactional view of learning which weds Dewey and Piaget; (2) the new view of intelligence as a gradually accumulated fund of skills interaction with social experience; (3) the role of school psychologists as teacher advisers; (4) current brain research and its relationship to the problems of education; and (5) the lack of a productive theory of change process. A dissatisfaction with the current schooling process pervades the proceedings. Alternatives and innovations are suggested. (TL)