This paper examines the methods used in designing school and classroom environments. The tools are labeled: (1) discipline-centered schooling; (2) empirical-naturalistic schooling; and (3) great works schooling. First, the outline endeavors to reveal the essential elements of the three tools that represent images, structures, or "maps" of schooling. Second, examples of three sets of normative claims or statements that describe what ought to occur when classroom teaching is guided by each of the three different sorts of mind-sets are considered. Lastly, the value of these physical models to those who wish to participate in making justifiable decisions about the changes toward improving the quality of learning in schools is outlined. (14 references) (SI)