This paper considers the possibility and desirability of competency-based education. It examines the present status of behavioral objectives and reviews a recent assessment of most empirical studies on behavioral objectives. It then presents a comparative consideration and assessment of the following teaching models: (1) the impression model, (2) the insight model, and (3) the rule following model. It also discusses a systems analysis of human behavior, specifically thinking. The paper then uses this analysis of learning activity and the examination of the distinctions which can be made between training and education to form some conclusions concerning competency-based education. These conclusions are: (1) a distinction can be made between learning as a training process and learning as new concept formation, (2) training is useful in the acquisition of skills, (3) machines must only present material that one is sure of so that the pupil is left the freedom essential for the formation of "art images", (4) knowledge is impossible without thinking, (5) thinking is futile without knowledge, (6) goals are to be used for focusing purposes only and not to become the overriding concern in education, and (7) competency based criteria are only relevant to training if they are an outgrowth of the individual's own activity. An appendix is attached which contains a chart of the process of planned socio-technical change. (BD)