Trends and changes in educational philosophy and policy over approximately the last 50 years are reviewed. The point is made that teacher education faculty members have neglected to consider the overall, "designer" role that they occupy, and instead have focused undue attention on the delineation of specific teacher competencies and educational objectives. Teacher education must seek to determine the whole needs of the child prior to the specification of instructional components rather than continuing to redefine, expand, and alter instructional approaches to the component parts of a student. Concrete suggestions for the evaluation of educational needs through a marketing approach, and for the improvement of teacher education programs, are given. (Author/LH)