This paper argues that both behavioral and non-behavioral objectives are valuable and necessary in curriculum design, and that the long-range goals define the kind of statements required. Both are appropriate under different conditions. (Author/BP)

Defines holistic education as a set of teaching strategies designed to cope with brain lateralization. Suggests that teaching strategies which facilitate learning through the right, holistic hemisphere foster more comprehensive learning. Suggests six steps to involve students in participating in an educational unit. (Author/JAC)