A self-renewing college is sensitive to the changing needs of each learner, its goals meet the learning expectations of students, its teachers translate these expectations into measurable teaching objectives, and it constantly revitalizes education. Present faults of general education include fragmented curricula, teacher orientation to national disciplines and transfer institutions, irrelevance to current society, and concern with abstractions. It should capitalize on the whole social and intellectual growth of adolescents, synthesize life experiences of adults, and allow students to help shape educational goals. Goodlad's concept synthesizes theory and practice, a point from which to examine curriculum and instruction problems. This paper analyzes general education curriculum formation by tentative, untested hypotheses. The fact that learning opportunities stem from objectives helps to develop rational curricula. These must be judged from the ideological, societal, and institutional levels (related to teacher and learner), thus providing built-in self-renewal. Contrary to Goodlad's model, the selection of learning opportunities (shaped by the institution via the administration) presently precedes determination of learning objectives (formed by subject-matter concerns via the teacher). The important task of translating educational objectives into learning opportunities must be done by teacher and administration alike, so that "continuous innovation, renewal, and rebirth can occur." (HH)