ABSTRACT
This chapter is related to the creation of the theories and methods of educational sciences through the post-World War II sciences to think about how the practices of the new sciences of people were directed to particular kinds of people the urban trilogy of the child, family, and community. The chapter explores how the trilogy becomes an object of reflection and action through programs, theories, and other narratives about changing urban populations through salvation narratives. Then, it is about contemporary sciences and the visioning of community, family, and child in the new systems of public management where numbers, assessments, and notions of 'useful' knowledge become important in governing people as well as for changing social conditions. Most of the people who came to that conference are represented in the book and were willing to write about teacher education and teaching which at that point was not central to their scholarship.
