Two contrasting concepts of how humans can best manage affairs and express leadership are explored. Both concepts concur in the conviction that bureaucratic/hierarchical management forms are due to be replaced by a better form. The concepts differ in underlying assumptions about the nature of the human mind and of leadership. (CJ)

Leadership for lifelong learning is necessary for the basic restructuring that the educational system needs. Educational administrators can and should enliven and change the system to accommodate the future. (CJ)

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)

Describes theoretical rationales for cognitive transfer from art learning, examining research findings and implemented programs that support relationships between art instruction and academic achievement. Art study can promote creative behaviors, critical thinking, and academic achievement. (SM)

This article reviews literature on higher order thinking focusing on three issues: perspectives of philosophers and psychologists, attempts to differentiate between lower and higher order thinking, and the relationship between critical thinking and problem solving and what that means to higher order thinking. (SM)

A research review suggests that educational practice which nurtures the development of thinking skills in a free mind is effective for all. The paper describes the nature of thinking and the knowledge generation process. Success depends upon students having an opportunity to explore, question, and generate and test answers. (SM)

When children choose their learning experiences, they learn the emotional states that accompany decisions. They also learn to choose according to their potentials, to identify strengths and interests, and, ultimately, to determine their lifestyles. Such a program in Montclair, New Jersey is described. (CJ)

Describes a dispositional conception of thinking, presenting a view of what good thinking dispositions look like and what they are made of. The article compares different models of teaching (teaching as transmission and as enculturation) and examines the extent to which they provide adequate guidelines for teaching thinking dispositions. (SM)

The article suggests a method for organizing the research on teaching thinking and provides examples of indicators of teacher performance within various domains (hypothesis testing, argument assessment, problem solving, probabilistic thinking, and flexibility). Examples of empirical evidence supporting each indicator are included. (SM)

Examines the process by which teachers learn to teach thinking in the classroom. The paper describes the evolution of thinking skills in three phases: thinking skills acquisition, critical and creative thinking processes, and thoughtful application. Teachers pass through the three-stage process as they learn how to teach thinking. (SM)