Discusses the need to ground critique by incorporating reflexive dialogical practice in management learning as a way of developing more critical and responsive practitioners. Reconstructs learning as reflective/reflexive dialogue in which participants connect tacit knowing and explicit knowledge. (Contains 75 references.) (Author/YDS)

Jim McKenzie's reply to the author's paper suggests that there are substantial areas of disagreement between US. McKenzie appears to agree with the central philosophical point that the author wished to make, that internal representationalism is incoherent. The author's target was that set of doctrines known as "cognitivism", which is based on the…

Instruction using computers is viewed as different from most other approaches to education, by allowing more than right or wrong answers, by providing models for systematic procedures, by shifting the boundary between formal and concrete processes, and by influencing the development of thinking in many new ways. (MP)

This set of five papers is related to the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia's Follow Through Program. The MAP is based on Piagetian theory and provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge children to learn about…

By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)

Mathematics teachers are seen working in a context affected by three major revolutions. The first, mass secondary education, has been dealt with. The second, technological revolution, is taking place. The third, humanizing mathematics, is viewed as heaving into sight, and seen as possibly a greater upheaval than the others. (Author/MP)

Summarizes research on how children think about economic ideas and values and the development of such thinking. Explores the influence of instruction on children's thinking about economics and points out implications for curriculum and instruction. (RH)

Changing conditions in the global market have necessitated that students be taught to adopt new knowledge by understanding it in depth and having it spontaneously available for use in the real world. All students, especially those in science and technology, must learn to construct new meanings and understandings independently by restructuring…