In America, a dichotomy of teaching philosophies which acknowledge the individual needs of children have produced approaches that are used in public school classrooms. The methods exemplify the dichotomous poles and combinations of both. These dichotomous teaching approaches are often referred to as the traditional methods or parts-specific approach and the whole language approach. This paper first describes the traditional approach, the roles of the student and teacher, and children's drawings as "windows of the mind." The paper then describes the wholistic approach, the role of student and teacher, and children's drawings in that context. Noting that educators realize that there are advantages and disadvantages to both of these extremes, the paper states that aspects from the culture from which the children come offer motivations and experience. It suggests that as teachers engage their students in educational pursuits, the more direct, contextual knowledge the teachers have, the more genuine, personal teaching will take place. It also discusses some factors which can complicate educational efforts. Dichotomous language and art models are attached. (Contains 34 references.) (NKA)