Listening is a skill that permeates all curriculum areas at both elementary and secondary levels. Definite philosophies are in evidence pertaining to listening. The testing and measurement movement has stressed using precise, behaviorally stated objectives in teaching-learning situations. Learning opportunities are selected which harmonize with predetermined strategies in the area of listening. The evaluation procedure is matched to the specific learning goals. As a second philosophy of teaching, students with teacher guidance may engage in problem solving experiences. Listening activities can be an important way for students to secure information to solve problems. A third philosophy of teaching, individual decision making, stresses students as the focal point of making choices in the curriculum. The behaviorally stated objectives movement advocates setting behavioral objectives for students to attain. Thus, a teacher, after teaching toward a set of behaviorally stated objectives in listening appraises the extent to which objectives have been attained. Finally, humanism as a psychology of learning emphasizes heavy student input into curriculum development. Content is selected for its intrinsic values of interest, meaning, and purpose for the student. In developing a listening curriculum, ample emphasis should be placed upon the problem solving, as well as the decision-making philosophies. More emphasis should also be placed upon humanism, as compared to the utilization of behaviorally stated objectives. Humanism, which stresses student initiative in the curriculum, allows active student involvement in selecting and solving problems. (MM)