James Macdonald introduces six papers on various aspects of language and meaning in the development of educational curricula. Dwayne Huebner discusses traditional tasks and educational realities and points out value systems affecting curricula. He concludes that educators should free themselves from present methodologies and find new ways to relate education to life in the modern world. Philip Phenix emphasizes that both philosophy and education must be directly based on the various scholarly disciplines and that the logical analysis of language provides insight into the ways which human experience is understood. Eugene Gendlin urges more attention by educators to "felt meaning," and the development of thinking based on it, to enlarge student perception and application of constructs. Walter Loban discusses the multifaceted meanings of language and some of the problems of teaching effective language use. Mary J. M. Aschner distinguishes between "attached" and "addressed" meanings and their relationship to thinking, and relates these to classroom practice and teachers' preparations. Thomas J. Johnson discusses motivation and the application of motivational research to classroom activity. (MK)