THIS PAPER EXAMINES THE KINDS OF CHANGE IN EDUCATION, ESPECIALLY AT THE SECONDARY LEVEL, THAT WESTERN SOCIETIES ARE PRESENTLY UNDERGOING AND CAN EXPECT TO CONTINUE TO UNDERGO IN THE NEAR FUTURE. CERTAIN MODIFICATIONS IN THE CONCEPTION OF SCHOOLING WHICH THESE CHANGES REQUIRE ARE SUGGESTED. THE AUTHOR DISCUSSES INNOVATIONS BY WHICH CHILDREN LEARN NOT BY BEING TAUGHT, BUT BY FINDING THEMSELVES IN SPECIALLY-CONSTRUCTED ENVIRONMENTS IN WHICH LEARNING OCCURS AS A BYPRODUCT OF THE CHILD'S ACTIONS IN COPING WITH HIS ENVIRONMENT. THE AUTHOR FEELS THAT SCHOOLS OF THE FUTURE WILL UTILIZE THIS METHOD RATHER THAN THE STUDENT-TEACHER ROLE RELATIONSHIP. THESE SCHOOLS MUST HAVE THE QUALITES OF (1) PROVIDING A GREATER DEGREE OF PLURALISM, WITH REWARDS FOR A WIDER RANGE OF ACHIEVEMENTS, (2) ALLOWING FOR HIGHER OVER-ALL LEVELS OF PERFORMANCE, (3) PROVIDING INTENSE ENOUGH EXPERIENCE TO OVERCOME DIFFERENTIAL FAMILY BACKGROUND, AND (4) ENCOMPASSING TO LARGER PORTION OF THE CHILD'S LIFE. THE APPROPRIATE MODEL IS SEEN AS A FORM OF BOARDING COMMUNITY-SCHOOL USING SIMULATION GAMES AND COMPUTER ASSISTED INSTRUCTION TO INDIVIDUALIZE LEARNING EXPERIENCES. (RP)