Redefinition of the student role and teaching conditions that may be necessary to create such a role are discussed. The author integrates the ideas in three papers: (1) "Understanding Intelligence: What's in It for Educators?" (Robert Sternberg and Richard Wagner); (2) "Academic Work" (Walter Doyle); and (3) "Motivating Students to Learn: A Lifelong Perspective" (Deborah Stipek). Offered in this paper are recommendations for the redefinition of the student role with respect to higher order learning objectives. These recommendations include discussion in the following areas: (1) building on the foundations of direct instruction; (2) grounding higher-order learning on ideals and exemplars; (3) developing student capacity for self-management of work; and (4) distinguishing short-term and long-term values of learning. Implications are also drawn for changes in teaching conditions that may be necessary to create such a student role. Discussion with regard to teacher work agenda, resources, and incentives is included. (JM)