questions are academic and he gets nowhere. When it is prescribed for him he runs around in dogmatic circles. But when he uses it boldly to ask questions, a flood of unexpected answers rises to tax his utmost capacity to understand.' I find this view of refreshingly different from that presented in other current psychologies. There, is viewed as the outcome, and one to be carefully controlled for at that. More importantly, Kelly's view of helps explain my own process of learning through experience. My teaching, in its evolutionary course, makes sense when construed from this perspective. Clearly, the significant changes in my teaching of writing, and of writing courses for teachers, began as experiments, with my as the experimental means. As Kelly said, behavior is indeed a question posed in such a way as to commit man to the role and obligations of an experimenter.2