This yearbook focuses on the issue of opening the society for all people, particularly for those who have not been properly represented heretofore. Part 1 reviews some of the progress made toward an open society during the past two decades. It delineates the exasperatingly slow but important gains that have been registered since the Supreme Court decision of 1954 initiated progress toward a desegregated education for children and youth in the United States. Part 2 deals with some of the basic problems and concepts with which professional educators have had to cope since the late 1950's and early 1960's. Four chapters suggest methods for dealing with racism, creating better media, improving teacher education, and remaking of faculty education practices. The third section on the use of power in an open society faces the implications of developments in the 1960's and early 1970's: the problems and paradoxes of "power" and its important emerging components. While readers are led to recognize the dangers of centrifugal forces in the culture, they also are sensitized to the "centripetal potential" for a more solidly and meaningfully united society. The final part is less a concluding statement than a manifesto suggesting desirable alternative routes that lead to more open social living in tomorrow's world. (Author/JF)