A series of eight summary statements, expressed as "from-to" movements for the improvement of curriculum design, serves as an outline for a discussion of efforts to relate curriculums more meaningfully to the education of disadvantaged youth: (1) From a curriculum that is rigidly scheduled and uniform to one that is flexible and geared to the unique needs of individual schools within a school system; (2) from a primarily symbol-based curriculum to one that is primarily experience based; (3) from a horizontally programed, disjointed sequence of skills to a vertically programed, small-step sequence of skills; (4) from a past-and-future oriented curriculum to one that is immediate oriented; (5) from a what to a why curriculum; (6) from a completely academic curriculum (knowing) to one geared to social participation (doing); (7) from an antiseptic curriculum to one that attempts to explore reality; and (8) from emphasis solely on cognitive, extrinsic content to an equal emphasis on affective, inner content. (JK)