This paper suggests that instruction in general and lecturing in particular are too often characterized by dogmatic approaches to content definition and selection. The methods employed by many teachers tend to suggest to students that the teacher is the primary source of knowledge in a given subject area, that answers are either right or wrong, and that all knowledge in the subject area is known and merely waiting to be conveyed to the student. As the world's increasing knowledge accelerates change, however, it is becoming more and more desirable for students to learn how to develop knowledge, how to process new information, and how to determine whether information is valid or invalid within given contexts. To obtain such learning outcomes it may be necessary to replace old methods of teaching facts with new and flexible methods of teaching long-term processes for analyzing, structuring, and utilizing knowledge. A greater understanding of the structure of knowledge by educators should facilitate such an approach. (PGD)