One reason the field of education research is so vague is that there is no specific methodology that belongs to such research. Policy makers and people who appropriate funds would get a clearer idea of what research can contribute to an understanding of schools, colleges, students, and teachers if the research community were clearer about what it does. The volume and diversity of the products of research on education have not helped the effort to improve the quality of that research. A major problem for education policy-makers and practicing educators and for persons who use their skills in other disciplines to seek new truths about education is their inability to communicate with each other. The problems that worry educators and for which they seek definitive answers through research are vastly complex and cannot be compared to technological problems. In education the fundamental units that are dealt with are individual human beings whose behavior is influenced by differing inheritances, by varied experiences in life, and by feelings and attitudes that are unpredictable and changing. Information about human beings cannot be fed into computers with the expectation that the calculations about them will have the predictability that the laws of gravity will produce when fed into the same computers. Social and behavioral sciences have their limitations in the field of education. (SK)