A general education program should impart: knowledge of the testing and generation of information, the distinction between findings and explanations of findings (which change over the course of time), and the ability to recognize that a "best" explanation for a phenomenon can exist among a multiplicity of explanations. (RJG)

Relates physical education of young children to development of the children's motor capacities and suggests how certain types of physical education can be used to stimulate physical and mental development. Most examples are taken from research undertaken in the U.S.S.R. (DB)

Asserts that concern for academic success across the curriculum should extend beyond raising test scores. Contends that in the wake of the terrorist acts of 9/11/01, issues of public security and civil liberties present an opportunity for teachers to teach the Constitution and its amendments in an effort to fight citizen ignorance. (SD)

Systematic and intensive interviews with 68 men in their early thirties suggested that the principal effects of a liberal education were the stabilization, symbolization, and integration of values; the effects of graduate and professional school were the integration and allocentric maturation of intellect and the symbolization of self-concept.…

Education of the child, including preschool education, has been and still is a topic of great concern to many people. Translation of this concern into constructive programs for early childhood education is a profound problem, one that is debated often and emotionally. There is a dichotomy between those who favor educational practices based on…

Primary purpose of schools, according to the author, is fostering intellectual development in all children. (MB)

Discusses the historical pedagogical controversy between advocates of the personal, expressive functions of school-based creative writing and defenders of its utilitarian functions. Concludes that the merits of creative written expression must be defended during the current "back to basics" movement because of its therapeutic, functional, and…

Views education as vital in reducing violence. Emphasizes Piaget's view of the aim of education--moral and intellectual autonomy--as the way to teach children to resolve conflicts without resorting to violence. Discusses what Piaget means by autonomy, the changes it entails in classroom practices, and how these changes are likely to reduce…

John Dewey believed that all genuine learning comes about through experience. This introduction to Dewey's work explains Dewey's theories regarding knowledge and intellectual development, the acquisition of a body of facts versus learning scientific ways of treating experience, and the significance of Dewey's theories on informal learning centers…

Part I of this paper appeared in the preceding issue of Educational Review (November 1968).

The real intention of liberal education is the development of right intellectual reasoning about human experience, of which justice is the result. (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)

This study was designed to determine whether age or education had the greatest impact on the intellectual development of college students of traditional and nontraditional ages. (Author)

New understanding of the aging process and adult developmental psychology, particularly of feeling among older people of loss of control over their lives, suggests that higher education for older adults must go beyond simply providing mental activity to providing opportunities for renewed social relationships and accomplishment of substantial…