TEACHING AS A TECHNOLOGY IS THE ARRANGEMENT OF CONTINGENCIES OF REINFORCEMENT UNDER WHICH BEHAVIOR CHANGES. RECENT ADVANCES IN TECHNIQUES OF BEHAVIOR CONTROL HAVE MADE SUCH A TECHNOLOGY IMMANENT, BUT THERE IS A SHOCKING LACK OF APPLICATION OF THESE TECHNIQUES. INSTEAD, TEACHING CONTINUES TO RELY HEAVILY ON AVERSIVE CONTROL FOR MOTIVATION AND TO NEGLECT SYSTEMATIC REINFORCEMENT OF LEARNING. THE PROGRAMING USED BY TEACHING MACHINES MAKES GOOD USE OF THE CONTINGENCIES OF REINFORCEMENT, AND THEIR MORE WIDESPREAD USE WOULD FREE THE TEACHER FOR MORE INTELLECTUAL, CULTURAL, AND EMOTIONAL CONTACTS, WHICH MAKE UP HER PROPER ROLE. TEACHERS FAIL BECAUSE OF A NEGLECT IN THEIR TRAINING OF A PEDAGOGY BASED ON RESEARCH INTO STUDENT BEHAVIOR. PROGRAMED LEARNING NEED NOT BE LIMITED TO TECHNICAL SKILLS OR FACTS, BUT MAY BE BROADENED TO INCLUDE PROBLEM SOLVING OR SELF-MANAGEMENT AND EVEN ORIGINALITY AND CREATIVITY. THE VERY DISPLACEMENT OF AVERSIVE AND INEFFICIENT TEACHING PRACTICES BY TECHNOLOGICAL TEACHING ENCOURAGES FREEDOM, SELF-RELIANCE, AND SELF-DISCIPLINE. TO PROGRAM COMPLEX FORMS OF BEHAVIOR, ATTENTION MUST BE GIVEN TO EFFECTIVE SEQUENCING. THIS DOCUMENT WAS PUBLISHED BY APPLETON-CENTURY-CROFTS, DIVISION OF MEREDITH CORP., 440 PARK AVENUE SOUTH, NEW YORK, N.Y. 10016. (BB)