This report contains conference addresses that (1) deal with social and psychological forces influencing curriculum change and (2) discuss actual changes now taking place in a number of subject fields. Insights into the forces acting on the curriculum are presented by the authors of Part I. Arthur W. Foshay challenges educators to recognize the legislative, social, economic, and scientific forces working on curriculum and the school. William A. Bricker points to the contributions of the Skinnerian concept of reinforcement and shaping to our understanding of the process of learning. Donald Snygg contrasts the shaping concept with the concept of the cognitive field theory of learning in which learning is seen as an active process of search and discovery. Dwayne Huebner examines the relationship between the psychology of learning as presented by two theorists representing contrasting schools of thought and the implications of learning theories for curriculum building. William M. Alexander draws on these ideas to make predictions for the schools of the future. Part II contains papers issuing from seminars in the subject areas of art, music, vocational education, social sciences, and health and physical education. (Author/JF)