Between 1916 and 1918, a group of Chinese intellectuals opened a school in Paris for Chinese workers who came to Europe in aid of the Allied cause. One of them, Cai Yuanpei, created a textbook based on lectures he gave at the school, which included chapters on moral and intellectual topics. This article focuses on two of these chapters -- History…

Throughout its history, American education has focused narrowly on practical and vocational issues and has ignored the need for intellectual development. The lesson is not yet fully learned, and an emphasis on critical thinking as a goal of education is only beginning to gather strength. (MSE)

The traditional college curriculum is seen as a collection of answers for students who do not yet have the questions; an alternative approach that nurtures students' capacities for inquiry is suggested and outlined. (MSE)

Explores the social and intellectual factors that account for the separation of ideology from works on rational argument. States that by attending to the ideological aspects of critical thinking, educators will more effectively prepare students to face the contemporary realities of social controversy. (GEA)

Good citizenship calls for the ability to think critically about issues concerning which there may be a difference of opinion and apply democratic values to the issues. Critical thinking has three components: an attitude of carefully considering problems, knowledge of logical inquiry methods, and skill in applying those methods. (MSE)

A college, it is argued, should be a place where basic assumptions are examined; where trained minds weigh options; where schools of thought are developed; and where social, political, and moral ramifications of that thought are tested. (MLW)

The Piagetian conceptualization of autonomy as the ability to decide between right and wrong in the moral sense and between truth and falsehood in the intellectual sense is considered as the aim of education. The implications of the goal of autonomy are discussed for school psychologists. (SLD)

The development of critical thinking skills in students is seen in this presentation as a significant and worthy objective of education, though the realization of this objective will be dependent upon many important factors. Among the factors cited here are, first, that recent major reform efforts have created no barriers to including critical…

The structure and results of a college faculty workshop in designing subject-area courses to promote critical thinking skills and intellectual development are reported. (MSE)

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)

This study examined the specific words that college faculty in different disciplines use to convey goals for students using data from 1986-87 interviews with 62 faculty members teaching introductory colleges and a 1988-89 survey of 2105 faculty which established a listing of over 6000 goal statements. Goal statements were examined in order to…

This three-part report discusses the concept of intelligence and its importance for educators. Part 1 considers the basic question of what intelligence is. Part 2 discusses the implications of notions of intelligence for schooling, dealing with both the training of content knowledge and the training of intellectual skills. Each of these first two…

With the growing belief that any style of speaking and writing is as good as any other, English teachers must, on the one hand, admit the connection of so-called "correct" English with snob appeal, and, on the other, defend the intellectual and aesthetic superiority of clear, well-written English and learn to express contempt for circular…

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…

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…