This paper considers the reconstruction of the relationship of social science and education, and examines two main alternatives, first, that efforts to join social science theory and research to education are irrelevant and deleterious--a position which is discussed, analyzed, and refuted-- and second, as purported by the authors, that social science theory and method are relevant to educational enterprises. The Twelfth Street School Project illustrates how a development of structure can bring together university faculty and school system personnel to work jointly and cooperatively in a "Center for Innovation and Research." The structure and organization present an embodiment of five premises. 1) The collaboration of educator and social scientist can best occur on the neutral ground of a center. 2) The disciplines in a joint effort must depend upon analysis of the problem and upon the orientations of collaborators. 3) A close relationship between university researchers and school practitioners is necessary. 4) Research contacts should be sustained and cohesive. 5) The same research findings can contribute to a disciplinary body of knowledge and to the solution of "real" problems of teacher and administrators. The Center has produced an understanding about the possibilities of a productive relationship of social science and education. (Author/SJM)