The purpose of this digest is to examine the meaning of the term "disposition" and to suggest the implications of dispositions for educational practice. A disposition is a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal. Dispositional considerations are important because: (1) acquisition of knowledge and skills does not guarantee that the knowledge and skills will be used and applied; (2) the instructional processes by which some knowledge and skills are acquired may themselves damage or undermine the disposition to use the knowledge and skills; (3) teachers need to support desirable dispositions and weaken undesirable dispositions; (4) there is thought to be an optimum amount of positive feedback for young children above which they may become preoccupied with their performance and the judgments of others rather than the task at hand; and (5) dispositions are less likely to be acquired through didactic processes than to be modeled by young children through exposure to people who exhibit them. Therefore, it seems timely to include dispositions among important outcomes of education. (MDM)