ABSTRACT
Decisions that confront educators are notoriously varied, complex, and far-reaching in importance, but none outweighs in difficulty or significance those decisions governing selection of content. In view of recent talk of ‘teaching children rather than subject matter,’ it is perhaps worth recalling that teaching is a triadic relation, describable by the form ‘A teaches B to C,’ where ‘B’ names some content, disposition, skill, or subject. If it is true that no one teaches anything unless he teaches it to someone, it is no less true that no one teaches anybody unless he teaches him something.
