| Sumario: | The concept of human experience as a process of life adjustment to a changing environment undergirding the philosophy of pragmatism has given rise to an educational theory, the main components of which became familiar clichés with professional educators. In their eagerness to throw overboard traditional ideas which established goals independent of the nature of the learner, and a subject-matter without consideration for the needs and interests of the pupils, the proponents and followers of this new philosophical and methodological approach embraced wholeheartedly and often uncritically its basic tenets; e.g., ‘reflective adjustment,’ ‘learning as problem-solving,’ ‘the means-ends continuum,’ ‘needs,’ and ‘interests,’ and advocated a new curriculum which they called the ‘experience curriculum.’ The time has come, however, when a critical analysis of such concepts in terms of their logical consistency or inconsistency would be of great value to all concerned with educational issues, and Mr. Archambault's exposition and critique should clear the way for their better understanding. Mr. Archambault is currently an instructor in education at Wesleyan University.
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