The adolescent child in Canada today lives in a world of rapid social, cultural, economic, and technological change, further complicated by the normal emotional, physical, and intellectual changes of 14- to 18-year-old children. The philosophical bases of high school education, therefore, should be reexamined to provide an environment conducive to positive learning. Schools should place a high priority on the community so that students view school as relevant to the world around them. Specific goals for high schools should include: (1) developing critical as well as cultural literacy; (2) integrating theory and practice in instruction to provide more concrete experiences for students; (3) developing effective language skills, such as speaking, listening, reading, and writing; (4) helping students learn to use technology to learn; (5) helping students develop their abilities and productive thinking strategies; (6) teaching students to work cooperatively and understand the consequences of their actions; and (7) helping students cope with change. To fulfill these goals, schools need to create effective learning environments by making classrooms more student centered and more conducive to risk taking, by meeting students' intellectual needs, and by maximizing the aesthetic potential of students. Schools should also create in students a sense of the community and prepare them for life and work by providing practical and relevant instruction. Local educational authorities should develop a plan which includes information dissemination and assessment processes and a procedure for involving all high school staff in school planning. Contains 50 references. (AC)