The problem has always been making educational theory relevant to practice. University education instruction isolates the problems from the practice. This study is based on the notion that the community rather than schools is the context for designing a teacher preparation curriculum. In this framework students of education are viewed as "human development entrepreneurs." Dewey's concept of growth is the criterion for judging the merits of proposed and effectuated teacher education programs. Wide-range field experiences and a curriculum viewed from a sociopsychological standpoint would follow. Theory is mythmaking, causing practice to conform to nonrealities. Curriculum should emerge instead from problems confronting students in the classroom and community. The program proposed here is a synthesis of phenomenology, instrumentalism, reconstructionism, analytic philosophy of education, and Skinner behaviorism. (JA)