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Blum, Mark E. – Theory and Research in Social Education, 1996
Reiterates the need for an understanding of the concepts of continuity and change, not simply in the representation of historical events, but in the writing and study of history. Uses Thomas Hobbes's riddle of Theseus to illustrate the need for multiple readings and critical analysis in history instruction. (MJP)
Descriptors: Change, Critical Thinking, Educational Innovation, Educational Objectives
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Williams, James L.; And Others – Teaching Sociology, 1995
Maintains that U.S. society's emphasis on individuality and pragmatism renders theoretical study of criminal deviance difficult for many students. Presents a structured approach to this problem that includes an emphasis on practical applications, comparative analysis, analytical skills, and the substantive content of theories. Describes teaching…
Descriptors: Comparative Analysis, Content Analysis, Criminology, Critical Thinking
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Steuer, Faye B. – Teaching of Psychology, 1996
Provides an overview of the recent research concerning the application, benefits, and deficiencies regarding critical-reading skills and college instruction. Discusses how reading skills support cognitive processes necessary for acquiring psychological knowledge. Delineates the differences between narrative (story-like, believable) reading and…
Descriptors: Cognitive Processes, Critical Thinking, Educational Background, Intellectual Development
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Freeman, Norman H.; Sanger, Daniella – Visual Arts Research, 1995
Summarizes interviews with British West Indies children concerning the production of art and the role of the artist. Demonstrates that children's perceptions undergo a shift from naive realism (pretty things make pretty pictures) to a more interpretive stance (the artist's efforts define the final product). (MJP)
Descriptors: Aesthetic Education, Art Appreciation, Art Education, Art Products