EDUCATORS ARE primarily interested in knowing what things should be taught ("taught" in the sense that implies "learned"), by what methods, at what stages during a person's educational development, in order to produce a particular kind of educated person. This suggests four related questions: What should we teach? How should we teach those things? When should we teach them? What should our end-product be like?l Answering these four questions allows us to construct an educational program or curriculum, and we might reasonably look to an educational theory to provide such answers.