Further, man is able to sense qualitative differences in his experiences; the value-quality of a particular experience is sensed in terms of value expectations or value standards registered through previous transactions.It is only through an engagement with our surroundings that we satisfy our needs and wants. Experience is transaction. Understanding how assumptions (creative inventions known as intelligence) and the ways we transact to survive are essential to living a satisfactory (not simply a satisfying) life. The chapter closes with several tenets, one of which summarizes why transactionalism is key to building a successful educative process: "Through action, assumptions are validated or modified; without action ‘knowledge’ remains untried, unproven, mere information." The educative process discussed in the fifth and final chapter built upon a theme of an anti-dualistic learning practice that eliminates the confusion and inaccuracies perpetuated by former theories of philosophy and psychology. The transactional point of view, or approach, provides an escape from the schizophrenic dilemma which would appear to be the inevitable consequence of any philosophy that divides the world of man into two realms that can never be brought together: a realm of subjective sensations and perceptions which exist only in the mind of the knower, and a realm of outer, external objects which exist only in a world characterized as entirely non-mental or purely real.The process of learning is re-examined from the tenets outlined in the two previous chapters utilizing works by John Dewey including "Experience and Education" (1963), "The Child and the Curriculum" (1956), and "Democracy and Education" (1961). A proper education is one that takes account of both continuity and interaction. The entire purpose of Phillips' dissertation work was to expound on an educational philosophy based on transactionalism.The fundamental factors in the educative process are an immature, undeveloped being; and certain social aims, meanings, values incarnate in the matured experience of the adult. The educative process is the due interaction of these forces. Such a conception of each in relation to the other as facilitates completest and freest interaction is the essence of educational theory.Phillips presents a new model of man: "Each member of the human race is a transactional system, through which relationships are worked out with the environment." Citing American psychologist Hadley Cantril, the author points the loss of attention to the learner's purpose as a significant error in modern educational systems. Interest and purpose by both teacher and, more importantly, each student are essential to an effective transactional approach to learning.