Because the meanings of "process" and "education" are extremely connotative and ambiguous, this book was designed to develop an explicit set of goals, definitions, assumptions, justifications, and a rationale for the practice of process education. It is concerned with the practical, logical, and philosophical foundations of process education procedures used to implement the technology into widespread educational practice. Included in the contents are discussions of the values underlying process education, the derivative roles for pupils and teachers engaged in the practice of process education, and means for implementing the practice of process education in elementary schools through the use of existing curriculum and instructional vehicles. The author examines, synthesizes, and organizes much of the philosophical, theoretical, and empirical work that underlies education devoted to the enhancement of thinking and feeling skills, as well as conditions that govern their learning. The book presents a series of models that can provide direction for planning particular implementation and evaluation strategies, designing particular program activities, preparing program proposals for funding by outside agencies, and developing long-range institutional goals. A number of suggestions are provided for using selected curriculum and instructional vehicles as the means to move conventional educational practice toward the general goals of process education. (Author/EA)