This response discusses the pedagogical and conceptual omissions and other dilemmas of the history project described by Lempert. The intent of the project is ambitious and worthwhile; however, without emphasis on the critical process of sense making through discussion, reflection, and collaborative knowledge construction, the project falls short…

Suggests that curriculum should not divorce content from context. It matters what we know, but it matters equally that we know when to apply it. In this respect, acquisition of knowledge is no different from the acquisition of ability. (Author/KC)

Educators and researchers have long equated the term "educated" with number of grades of formal schooling completed, relegating to the ranks of the "undereducated" those persons without higher education, and especially those without at least 12 years of schooling. Recent research by Alan Tough, however, and case studies in…

Prior Learning Assessment and Recognition (PLAR) is a new field, but it has a long history, since children have always learned from adults and demonstrated their competence by observation of their work or by the quality of their products or services. Later, formal learning became more valuable and recognized school credentials paved the way to…

This essay on a paper (EC 602 982) about a master teacher's cognitive processes involved in leading group discussions focuses on the place for qualitative inquiry on teaching in special education, the usefulness of professional practical knowledge and cognitive maps as heuristics for further research, and the relationship between researcher and…

Beyond the ability to exhibit good judgment and common sense while performing duties as a leader under stress and pressure, an outdoor adventure program leader should possess technical skills, human relations skills, and philosophical understanding of outdoor programming. Technical skills include knowledge of initiatives/ropes course activities,…

An overview is presented of the epistemology of the three types of constructivism. Criticized is another interpretation of constructivism; it is stated that this interpretation is trivial, cognitively abridged, and disrespectful of students' capacities, creativity, and imagination. Constructivism has to go beyond saying that knowledge is…