The central concept underlying the approach and strategies offered here is culture as process, that is, the knowledge people use in their everyday life situations. A presupposition is that all human knowledge is cultural. Conceptual patterns are identified within the learner's cognitive framework which will be of importance in teacher-learner interaction. The topic is then developed in three parts--the theoretical construct, the teacher-learner model, and application of theory. Considering the school and classroom as a culture system, the first part deals with the learning process, different learning styles and "cognitive maps" or intellectual frameworks, as well as with a variety of cultural backgrounds. The teacher-learner model attempts to provide a procedure by which teachers might narrow the distance between the cognitive maps of teacher and learner, and design the encounter so that the learner would find reception both possible and acceptable. The application of the theory is presented in outline form with a brief illustration from a social studies lesson. In general, the methodology is said to change the use of "culture" from a supplementary aid activity to the primary vehicle of instruction. (AMH)