Process, not facts; objective analysis and evaluation, not emotional and uncritical patriotism: these are the emphases of the new social studies and history materials. Curriculum designers of the 1950's reflected that decade's belief that there is a nature to things and that the discipline learned while using inquiry methods helps students become better learners of the nature of things. However, today's students may no longer believe there is a nature of things. They question traditional modes of cognition, intellectualizing, or "objectifying," and suggest there is more to a situation than its intellectual abstractions. There "hip" idiom suggests alternative ways of perceiving and thinking about the world, and they decry making a fetish of objectivity in subjects toward which people are not objective. "Can a style of learning suited for the students of the 'cool fifties' speak to the children of the age of Aquarius?" (DJB)