A CONCEPTUAL FRAMEWORK WAS PROPOSED FOR AN EDUCATIONAL PSYCHOLOGY COURSE IN THE GENERAL METHODOLOGY OF TEACHING. THIS COURSE WOULD TRANSCEND THE SPECIAL REQUIREMENTS OF ANY GIVEN SUBJECT MATTER OR GRADE LEVEL AND SERVE AS THE BASIS FOR DERIVING THE SPECIAL METHODS OF TEACHING THAT WOULD APPLY TO ANY PARTICULAR GRADE LEVEL OR SUBJECT MATTER. UNDERLYING THE DISCUSSION WAS THE PROPOSITION THAT DIFFERENT BEHAVIORS ARE LEARNED BY DIFFERENT BASIC PROCESSES, AND THE CORRESPONDING CONCEPTIONS OF TEACHING MUST DIFFER ACCORDINGLY. THE AUTHOR PROPOSES THAT TEACHING SHOULD BE VIEWED AS THE EXERTION OF PSYCHOLOGICAL FORCE. HE ALSO ARGUED THAT THE MAJOR LEARNING THEORIES DESCRIBE THREE KINDS OF FORCE A TEACHER CAN EXERT, THAT IS, TEACHING CAN BE DONE BY (1) CONDITIONING THE LEARNER, (2) PROVIDING MODELS TO BE IMITATED BY THE LEARNER, AND (3) BY CHANGING THE COGNITIVE STRUCTURE OF THE LEARNER. THE CONCEPT OF TEACHING FORCE WAS THEN APPLIED TO THE FORMULATION OF WARMTH AND COGNITIVE VALIDITY AS DESIRABLE CHARACTERISTICS OF TEACHERS. IT WAS CONCLUDED THAT THE DEMANDS OF COGNITIVE VALIDITY AND INDIVIDUAL DIFFERENCES CAN BE MET BY PROGRAMED INSTRUCTION FOR CERTAIN TYPES OF TEACHING-LEARNING SITUATIONS. THIS LECTURE WAS PRESENTED IN THE SERIES ARRANGED TO COMMEMORATE THE DIAMOND JUBILEE YEAR OF THE SCHOOL OF EDUCATION AT NEW YORK UNIVERSITY (FEBRUARY 14, 1966). (GD)