Three distinct theories can be set forth for viewing intelligence: a "super-intellect theory" associated with the belief in innate ideas; a sensualistic theory that posits no intellectual role beyond synthesizing of sense-data; and a concept of intelligence as a power to abstract, judge, and reason. Many chronic and current educational problems can be traced to faulty conceptions of intelligence. This is especially true if the implications are examined of the abstractive view for educational purposes, instructional methods, curriculum, the choice of teachers and of students, the nature of knowledge, and other matters. Intellectual development on some scale is the proximate end of education; studies have shown that when material presented is meaningful to students, both learning and retention are more effective. This proximate goal has to a large degree been lost in contemporary society and education. (DS)