Every teacher has what he assumes to be a philosophy of education; frequently it is a composite of aspects of conflicting philosophies of education. This philosophy may be virtually unexamined in that little thought is given to its underlying assumptions and its implications for teaching practices. However, everything the teacher does, every technique and method he employs is drawn from or based upon assumptive concepts of his philosophy or conflicting philosophies of education. Without philosophy, which may be considered in terms of its standard of values, every teacher lacks a point of reference from which to orient the education of young people. He is without a defensible method of evaluation or means of interpreting the goals and aims set up as guides in education. Hence, the vital importance of an integrated philosophy or system of values that will give direction to everyday thinking and that will, in reality, constitute an inclusive way of life. / "June 6, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 53-54).