Many of the "revolutionary" ideas in education have been procedural changes (e.g., team teaching) or sophisticated variations on old themes (e.g., "new" math). This anthology of readings attempts to break through familiar patterns of thinking about curriculums. Three initial articles under "The Process of Curriculum-Making" examine certain underlying assumptions that have long served as guides for the construction of curriculums, and point to the need for new philosophies. In a section entitled "The School and Society," three readings examine the school as both an embodiment of a theory and as a partial replication of social reality. These articles explore the kinds of knowledge, skills, and motivation needed in a radically changing society. Under "Development of Self-Awareness and Personality Growth," six essays provide examples of educational attempts to directly and consciously intervene in the personal, affective dimensions of an individual's life. Although these articles have obvious differences in emphasis and orientation, they are all united by a strong conviction that education begins with the learner's personal attitudes, style of life, personality, and values; and that human learning involves both intellectual and emotional elements. (Author)