Abstract
In this article, I offer my perspective on several elements of Engelmann's Direct Instruction. I hypothesize Engelmann's thinking about the schooling environment that arguably provoked his theoretical, philosophical, and conceptual insights into the design of Direct Instruction. I also examine the research on Direct Instruction as a national educational model, but only as an extension of Engelmann's commitment to falsifying his own thinking. In addition, I survey the research on the design of instruction to highlight how greatly different disciplines can find common ground around "faultless communications." Along the way, I offer examples and descriptive analyses of selected design of instruction elements of Direct Instruction. Finally, I conclude with a brief ode to Engelmann.
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