The existing curriculum, geared to the past generation, no longer fits the times. The context is sufficiently changed to require a changed curriculum. It is not clear what the changes will be, although some elements appear likely to endure, such as a new conception of intellectual development reflected in reconceived subject matter; a reexamination of the teacher's function; a considerable increase in the breadth of educational materials; greater flexibility and variation in school organization and in a student's progress through school; a considerably increased sophistication of testing procedures; and more and better school guidance. Generally speaking, curriculum designers want the curriculum to respect intellectual, humane, and social considerations. The authors of this volume have attacked the knotty problem of reducing these generalities to specific and disciplined formulations. Written by 12 authors, the comments represent several points of view held by curriculum workers. (Author/DN)