American society requires leaders with depth of vision; such individuals will arise from an education that endeavors to cultivate the intellect and provide the occasion for the acquisition of virtue. (Author)

Presents a basic examination of non-physical mental acts as educational objectives. (Author)

A summary of research relating to educational goals that may be achieved through simulation/gaming techniques. Goals include factual knowledge; intellectual skills, psychomotor skills, attitude changes, and motivation. Also covers design and use factors affecting goal achievement. (Author/LS)

Introduces the articles in the theme issue, exploring their contribution to the understanding of college students' stages of intellectual development and how college instruction should respond. (EV)

Ways in which philosophical inquiry serve the Christian scholar include these: providing historical analogues, useful paradigms, principles for interpretation of occurrences, tools for systematic analysis of intellectual and social systems, rhetoric of dissent, strategies for change, and mechanisms for preservation of concepts. (Author/MSE)

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 term experiential education programs" is used in this article to refer to organized programs which lay a heavy claim on the value of living and doing." (Author/MB)

The purpose of this article is to construct Piaget's contributions to education, focusing on cognitive aspects. Explored are the goals of education: independent inquiry and acquisition of a body of information, passivity in traditional education, and the psychogenetic view of knowledge formation. (SK)

Theories of scholarship as ritual in nursery school and kindergarten and education as contest in elementary school through secondary school are discussed. Consequences of carrying such false notions into higher education are noted. Mastery, intellect, and courage are proposed as the three elements necessary to scholarship. (Article originally…

Much that schools have attempted to perform could be better accomplished by community-based education that would link older adults and youth. Intellectual development and citizenship are uniquely the responsibility of the schools. (Author/MLF)

A working definition of the humanities and characteristics of a liberally educated person are specified. The humanities embrace areas of human knowledge that possess these elements: central concern for human beings rather than for the processes of nature or the structures of society; primary focus on the individual rather than on the group;…

This paper asserts that the basic skills, the three Rs, should be considered as a means to an end in education rather than the end in itself. According to the author, one of the most important basic skills is the skill of "basic crap detecting" advocated by Charles Weingartner. Students need to develop their own critical insights. Basic skill…

Where does course content fit into the context of modern theories and practices of a liberal arts education? Two camps within the academic community are described: those who feel responsible for the personal growth of their students and those who see themselves as dispensers of information. (LBH)