In 1972, the author was asked to join a small team of experts to help implement one of the activities underway in the Programme on Educational Building (PEB). The activity was entitled, "Industrialised Building Methods for Educational Purposes," and its major objective was to identify for policymakers the considerations involved in using to the best advantage industrialized building methods for the construction of schools. In the course of the activity, the team, which consisted of an architect, an engineer, an economist, and the author, visited a number of countries looking at many different types of school building systems. The visits and discussions of school building problems with educationists, architects, and others of many nationalities prompted the author to write down his own personal reflections on three related issues which appear to preoccupy a great many of those charged with the responsibility of school building provision: industrialized building systems, educational objectives, and the problem of change. In the first part of this paper, the author analyzes these three general concepts in terms of their application to the practical problems in the educational design of schools and explores their relationship to each other, inquiring in particular whether they can be reconciled. Ultimately, the author attempts to define more precisely the problems inherent in an acceptance of these concepts. The second part contains, in a separate paper, the outline on the objectives, content, and method of the activity referred to, which is used by the author as the starting point for his argument. (Author)