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"Authority" is seldom discussed by proponents of educational reform, except as something to be abolished. In this article, Professor Benne analyzes the concept of authority and the reasons for its neglect by philosophers and its disrepute among educators. He describes two types of authority, expert authority and rule authority, and the limitations of these two concepts in dealing with current education. He then proposes a third type, which he calls anthropogogical authority,which may provide a way of describing the relationships of students,teachers, and community in a more vital and relevant model of education.

Kurt Lewin's work as a pioneering student of basic and applied psychology is placed in its theoretical, historical, and biographical contexts. The ten principles of re-education that Lewin, along with Grabbe, articulated in 1945 are then systematically reviewed and criticized in the light of major developments in training (and in planned change more generally) through the twenty-five years of experience and experimentation following their original publication. The piece thus provides at one and the same time an assessment and illumination of Lewin's theories and of recent and current trends in training theory, methodology, and practice in America. NEW BRITAINThe summer workshop in community relations at New Britain in 1946 was a flowing together of a number of potent hopes and commitments, fears, and unanswered questions concerning the contemporary human condition. These states of mind were, of course, embodied in the people who gathered and exchanged views here. Some of us were longer on hope and commitment than we were on fear and questions for which we were seeking understanding, if not answers. Others of us were more moved by threats of antihuman forces in our society, our culture, and ourselves. And still others of us saw the workshop focally as an opportunity to inquire into unanswered questions about processes of changing human conduct and relationships.Yet each of us combined hope, commitment, fear, and curiosity about the unknown, in some manner and degree, in our motivational patterns. Because we are focusing attention today on one central participant in the New

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