This paper focuses on the importance of providing students with a broad humanistic education while, at the same time, maintaining accountability to urban taxpayers. The author describes the contemporary situation of tax revolts, millage defeats, and concern over student proficiency exams, and attributes these phenomena to the public's desire to insure that schools are functioning properly. New curricular techniques are said to represent inadequate responses to educational prolems. Drawing on experience as a Detroit educator, the author proposes six parameters of self development which might spark a renaissance in urban learning and produce students with humanistic qualities. (AP)