A report on a school system established ten years ago using the latest techniques in instructional telecommunications and a specially designed curriculum. (DAG)

A developmental model of equilibrium-disequilibrium-reequilibration is set forth, and a transformative curriculum is proposed. The author argues that a transformative curriculum fits a reality that is complex, temporal, and multiple better than does a measured curriculum which is uniform. (MT)

It seems apparent that the traditional two-step organization of eight elementary and four high school grades is the weakest. The most promising organizational plan is the three-step 4-4-4 or 5-3-4 plan, which promises greater attention to individualized instruction. (AN)

"Vocational Education and Occupations, issued jointly by the U.S. Departments of Education and Labor, lists code numbers and content descriptions for courses in the seven instructional areas of agriculture. The charts accompanying this article illustrate a curriculum content classification scheme. (DM)

The curriculum is likened to: 1) The means of production where the student is the raw material; 2) A greenhouse where students grow and; 3) A guided and companionable road over which students travel. (Author/AF)

Four different rationales for establishing a structural curriculum are discussed. (CK)

Describes the author's visit to the top music institution in Latvia, S.S.R., and provides some details about the school. (AN)

A good deal of the literature on curriculum and teaching utilizes notions taken from psychoanalysis but the borrowing tends to be unsystematic and often unselfconscious. This article explores the contributions that psychoanalytic theory and practice might make to curriculum development. (Editor)