A criticism of the Tyler approach to learning which states that one must set up goals and rigidly work toward them. The author feels setting objectives restricts the curriculum; predetermined behavior should be the only acceptable kind; ends should arise from teaching activity. (Author/AF)

The desirable future direction of a liberal education is discussed. (CK)

Describes plan for providing expanded course offerings desired by faculty or needed by students without "proliferation . (Editor)

Values are explored in terms of definitions, methods of teaching, and whether they should be taught in the school. (DB)

The author suggests that curriculum specialists should be involved in both stimulus and response specifications. (AK)

This article proposes an experimental model which should furnish a process for curriculum development decision-making. (AK)