DESCRIPTIONS of intergroup education have been criticized for their exhortative tone, evangelistic spirit, an unlettered and unscientific spirit, and a lack of frame of reference (36). In some ways this criticism is justified. Since 1943, and especially since the publication of the Springfield Plan (16), there has been an avalanche of literature on intergroup education, a large part of which is exhortative, or consists largely of brief and unanalytical guides to teachers and administrators (1), or equally brief reports on school programs (54, 63). Since the earlier development has been reviewed abundantly in this and other journals (10, 11, 17, 84), this chapter will concentrate on the analysis of more recent developments. These developments show a greater scientific orientation if that is defined as: (a) using research concepts and ideas to guide educational practice, (b) experimenting with and studying new ideas and technics to test their role and effectiveness, and (c) developing planned action programs based on a frame of reference which includes evaluation and study as integral parts.