This paper explores the use of a series of heuristic models that identify the interrelated components of the broader educational process. This heuristic schema was designed so that educators can examine the purpose and limitations associated with models and subsequently enhance their ability to guide changes within their own institutional setting. The paper begins examining the purpose and limitations associated with models as a means of analysis. Building on a systems perspective, it then discusses the way in which the communication process expands a basic system. The paper suggests that the Learning Paradigm, as well as the Educational Process, follow the Rhetorical Process. Since the Educational Process essentially extends the Rhetorical Process, the categories for analysis in the Learning Paradigm parallel the elements of the Rhetorical Process. Developing these categories more completely yields the Educational Process, thus leading to the identification of the interrelated elements that comprise an educational system. An elaboration of these elements constitutes the bulk of the paper. Since educational change requires extensive communication, the Transactional Model of Communication is presented to identify the difficulties encountered in reaching consensus. (Contains 79 references.) (RJM)