It may seem a singular act of arrogance for us to suggest that a permanent agenda for science teaching exists. Trends come and go, and veteran professionals have seen the recurrence of familiar ideas. But the persistence of learning as a motivating force with the very fabric of our culture is significant. It is this force that demands that our profession establish a more long-lasting sense of direction and purpose for those who choose to teach science. The authors assume that science teachers are potent factors in our evolution as human beings and the evolution of our culture. This article was first published in March, 1991.