Recognizing the potential pitfalls resulting from a lack of human foresight lies at the heart of the science-technology-society (STS) movement. This issue of "Theory Into Practice" is the second part of a two-part series that examines the educational opportunities arising as educators attempt to develop student understanding of STS. In the first article of this issue, Donald H. Bragsaw examines the opportunities to work across traditional boundaries to integrate knowledge to an extent greater than our histories have yet seen. Leonard J. Waks describes a responsibility spiral, an organizing framework to help educators identify, select, organize, and sequence learning experiences designed to promote the understanding necessary for responsible citizenship. The integrative theme is explicated further by Gerald W. Marker and Glen Aikenhead in articles on social studies and science instruction, respectively. Patrick Fullick describes a project in the United Kingdom that is intended to teach students about the social, economic, and technological aspects of science, the SATIS (Science and Technology in Society) project. Direct, hands-on experiences are advocated in separate articles by Sharon A. Brusic and Phillip A. Heath as opportunities to provide an experiential arena for issues-oriented instruction. Paul W. De Vore discusses the new order of knowledge and understanding required for a quality human future. Dennis W. Cheek examines new approaches to the evaluation of student learning and understanding. Wanda T. May returns to the integrative nature of STS and notes that the complex issues and events cannot be located, studied, or resolved in single "academic disciplines." (PR)