ABSTRACT
It can be argued that there is little that is new in education. It can also be argued, and has been, that there is nothing new under the sun. Most things have been tried before in one form or another, but our experiences are different from those of the previous generation because they are our experiences. As we consider the many problems of teaching and learning, new perspectives emerge and compete for our attention. In these times of sustained criticism of the educational system, new ideas, terminology, and reform programs are abundant simply because people sincerely want to improve things. It is as simple as supply and demand. In fact, the proliferation of new programs, which run the gamut from well to poorly researched, has reached a level of staggering proportions.
