Query: In a recent discussion, a person told me that those who start and/or work in Children's Museums have a strong aversion to doing things that are "teacher-like." I was surprised by this because most of the research on learning indicates that there are conditions under which a didactic approach is optimum and then conditions that call for a more learner-directed range of experiences. Questions: How can a site hope to accomplish anything educational without some amount of planned instructional encounters? How can a youth museum hope to be competitive for grants and other external funding without framing proposals in education language? Maybe I am being misled about how adamant some folks are to eschew being teacher-like... Can this start a thoughtful discussion on pedagogy/cognitive psychology/attitudes/(even anti-intellectualism, maybe?)/ &c. in these sites? John Bunch University of Virginia