Friedrich Froebel, an early advocate of the use of play in kindergarten teaching, argued that the ultimate goal of education was developing the creative person. According to Froebel, teachers could promote creativity through play by using gifts, occupations, and mother play songs. By contrast, Johann Herbart called for a subject centered curriculum. He recommended literature and history as the two leading academic study areas and asserted that the goal of instruction was to develop the moral individual. Herbert called upon teachers to take students sequentially through the steps of preparation, presentation, association, generalization, and use. It is possible to bring together the two approaches through an instructional method that applies practical problem solving to academic subjects. Problem solving through play activities can generate interest in learning. A model for problem solving may include: (1) identifying and delineating a problem; (2) gathering data; (3) achieving a hypothesis; (4) testing the hypothesis; and (5) revising the hypothesis. Problem solving stresses finding solutions to lifelike situations. As the problems are relevant to society, school, and society might become one and not separate entities. (SG)