Exploring relationships between communication and learning within a conceptual framework for a problem-oriented discovery program, this dissertation presents a learning program which (1) enhances possibilities for learning during the time formally called learning or education; (2) provides carryover for lifelong learning habits; and (3) views teachers as participants in learning processes rather than as outsiders who dispense answers. The dissertation also offers an inventory of 24 statements about human communication, developing nine of these into a sample program appropriate for secondary schools. Strategies include observation of the statement, consideration in the form of a series of questions, "interface" with the statement embodied in everyday experiences, evaluation of performance in the interface, simulation, and the keeping of a journal. This program is prepared as materials and instructions ready for students to use individually or in groups. (Author/JM)