Outlines the importance and the relationship between the teaching of cultural literacy and the teaching of basic skills (such as reading) to students in the early grades. Points out that educators need to reexamine the slogans that undermine the teaching of traditional knowledge to young children. Includes references. (MD)

Discusses 32 books outlining recent advances in the neurosciences and cognitive psychology. For introductory information, readers are referred to three books emerging from the PBS-TV series on the brain. Several books focus on specific brain research developments and on the cooperative/competitive human side of that research. Advanced reading…

Another reviewer of E. D. Hirsch's new book, "Cultural Literacy," criticizes the book's concepts and points out that a better title might be "Cultural Literacy: How Good Ideas Go Wrong." (MD)

E. D. Hirsch responds to the critique of his article on the need for cultural literacy. He insists that teaching traditional content is socially progressive. (Author/MD)

Describes the student mediator program developed at the William E. Ferron Elementary School (Nevada). Since the program began, the number of discipline problems referred to the principal has declined. Includes a sidebar outlining the steps used for orientation of mediators. (MD)

Critiquing the previous article, the author points out that to move beyond slogans educators must realize that cultural literacy cannot be scientifically prescribed. Cultural literacy evolves from the complexity of children's backgrounds and experiences, both at home and at school. (Author/MD)