The conceptual framework for a humanities program presented in this dissertation was arrived at through a literature review, which yielded many alternative recommendations, and a mail questionnaire. The replies of 117 individuals resulted in the establishment of the following priorities: (1) the humanities are defined as specific objectives to be achieved within given disciplines or subject areas; (2) the most important objective or humanities programs should be "Individual Value Formation"; (3) certain disciplines or subject areas merit a priority for inclusion in humanities programs (classical literature, music, contemporary literature, painting, drama, philosophy, history, sculpture, architecture, religion, dance, and anthropology); (4) certain procedures, processes, and activities are considered more pertinent and adaptable to humanities programs than others ("Great Themes"; interdisciplinary; team teaching; discussions; study of master creations of the contemporary era; inductive method; primary sources; universal problems of man); (5) evaluation should be made through teacher comments, essay and oral examinations, student projects and journals, and community activities; (6) existent humanities programs often follow no specific guidelines and no conceptual framework is used in their planning and development; adnd (7) present programs emphasize academic excellence for college-bound students. (Author/DB)