Jerome K. Bruner, the distinguished psychologist from Harvard who may presently be influencing American education more deeply than any other individual, recently asserted that this country is embarked on a permanent revolution in education based on a broad redefinition of the nature of the educational profession. This revolution in the educational Establishment is symbolized, says Bruner, by the presence of Nobel laureates in physics devoting their talents and energies to the devising of school curricula in science. Underlying the revolution is the assumption that “those who know a subject most deeply know best the great and simple structuring ideas in terms of which instruction must proceed.”