Abstract Paideia derives its meaning from ancient Greek culture. Historically, the formation of Greek character and thought through intellectual processes by which the ancient Greeks constructed their ideal of the human personality- the social structure and function of Greek ideals of culture against their historical background-marks the symbolism and use of paideia as a concept. Mortimer Adler utilizes the concept in a narrow restricted sense in the context of The Paideia Proposal, one of the notable educational reforms of the 1980s in the United States. This essay is a synthesis of The Paideia Proposal. It seeks to identify the principles, issues and concerns, assumptions, philosophical underpinnings, as well as recommended strategies. The proposal offers a philosophical, ideological and programatic foundation for the reform of public education. Its description of what teaching and learning can and should become challenges educators to question their assumptions in deciding the shape of American schools of the future. Critiques on the value and feasibility of The Paideia Proposal lead to a tentative conclusion that more evaluation from the field be pursued to determine the proposal's impact as a tool of educational reform. This is in consonance with Adler's anticipation that sustained effort lasting 20 or 30 years or more will be needed to achieve reform.
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