The 10 articles in this issue focus on educating the individual student and on the implications for Empire State College (New York) faculty and instructional resources. "Fulfilling Democracy's Promise through Education: The Empire State College Experiment" (Timothy Lehmann) traces the developmental history of U.S. higher education within the context of Jeffersonian democracy. "Kris: An Education in Progress" (Lee Herman) exemplifies the need for flexibility, variety, and diversity in the education of a single student. "Twelve Years in the Life: Learning/Teaching/Learning" (James Robinson) explores the implications of the complexity of the experiences, expectations, and habits students bring with them in terms of the challenges they offer the faculty mentor. Two poems, "Contract Conclusion" and "Slipping Up on the Creative Process" (Kathleen Eckett), explore a student's experience studying poetry and the creative process. "The Education of Artists without Classrooms" (Sharon Villines) investigates new ways of working with students that lead to and support new conceptions of preparing students to be artists. "Finding Yourself at Forty: Autobiographies for Adults" (Sarah Gallagher) charts a way for educators to encourage students to understand themselves. "Women Learners in a Nontraditional Learning Environment" (Paula Mayhew, Lois Muzio) makes a case for the advantages of a learning context fully sensitive to women students. "Mathematics as a Basic Skill" (Xenia Coulter et al.) demonstrates ways to teach math skills within the context and expectations of various disciplines. "To Search for Our Ground(s): Technocracy, Contemporary Thinking, and the Computer" (Alan Mandell) explores a theoretical basis for concern about a growing "technocratic" mindset. "Afterword" (James Hall) concludes this issue with a discussion of Empire State's educational innovations. (YLB)