Einstein, translated into a philosophy of education, views the factors governing man's qualities--his genes, his parents, his neighborhood, his church, his country, his world--as relative forces in his development, susceptible to infinite growth, and depending upon various combinations of experience. These experiences, in turn, depend upon nature of the social structures within which he lives--upon the quality of his neighborhood, his school system, his church, and his government. Recognition of the differences among these life styles determines the quality of educational planning, of testing programs and student assessment, of teacher attitudes, of curriculum subject matter, of classroom structures and student groupings, and of educational life in the community, as well as in the self-contained classroom. What follows in this book is an attempt to describe such educational processes as comprehensive planning, student assessment, school and classroom structures, and teacher attitudes, in the light of this rationale, as such innovations have been noted across the country by one observer during the years since the enactment of the Civil Rights Act of 1964 and the Elementary and Secondary Education Act of 1965. (Author/JM)