AS THE MODEL FOR THE GRADUATE IN HOME ECONOMICS HAS CHANGED TO ONE OF A DECISION-MAKER WHO HAS THE NECESSARY KNOWLEDGE AND ABILITIES TO SOLVE PROBLEMS AND MAKE JUDGMENTS FOR HIMSELF RATHER THAN APPLY PRESCRIPTIONS LEARNED IN SCHOOL, THE CONCEPT METHOD OF TEACHING HAS BECOME MORE IMPORTANT. A CONFERENCE IN FEBRUARY 1961, CALLED TO CONSIDER HOW A NATIONAL GROUP COULD GIVE LEADERSHIP TO THE REEXAMINATION OF HOME ECONOMICS IN THE SECONDARY SCHOOL, BEGAN TO IDENTIFY CONCEPTS FOR HOME ECONOMICS. SUBSEQUENTLY, SIX WORKSHOPS WERE HELD, WITH APPROXIMATELY 175 HOME ECONOMICS TEACHERS, TEACHER EDUCATORS, AND SUPERVISORS REPRESENTING ALL STATES PARTICIPATING. CONCEPTS RESULTING FROM THESE MEETINGS ARE GROUPED UNDER THE FOLLOWING HEADINGS--(1) HUMAN DEVELOPMENT AND THE FAMILY (WITH A GLOSSARY OF TERMS), (2) HOME MANAGEMENT AND FAMILY ECONOMICS, (3) FOOD AND NUTRITION, (4) TEXTILES AND CLOTHING, AND (5) HOUSING. SAMPLE CONCEPTS ARE--(1) IN ALL SOCIETIES THE INDIVIDUAL'S PLACE WITHIN THE SOCIETY DEPENDS PRIMARILY UPON AGE AND SEX, (2) THE WAYS IN WHICH PLANS ARE COMMUNICATED MAY AFFECT THEIR IMPLEMENTATION, AND (3) NON-NUTRITIONAL AS WELL AS NUTRITIONAL FACTORS PLAY IMPORTANT ROLES IN FOOD SELECTION. THE APPENDIX CONTAINS A SPEECH BY GEORGE W. DENEMARK, "THE CURRICULUM CHALLENGE OF OUR TIMES," AND AN ARTICLE BY ASAHEL D. WOODRUFF, "PUTTING SUBJECT MATTER INTO CONCEPTUAL FORM." THIS DOCUMENT WAS PUBLISHED BY THE NEVADA STATE DEPARTMENT OF EDUCATION, CARSON CITY, NEVADA, 55 PAGES. (MS)