Many thinkers are accustomed to separating facts and values--knowledge and morality. They believe that morality enters into the choices scientists and scholars make about what is worth studying, but after that, the cold logic of evidence assessment takes over. This sells science and scholarship short. I will suggest that science and scholarship,…

Purpose: This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study.…

In this mixed-methods study we identify situations that impact students' decisions to withdraw from a course and examine their affective reasoning and attitudes toward course withdrawal. Exploring students' decision-making processes through the lens of self-authorship, we show that students frequently seek information from people with whom they…

Behind the lectern stands the professor, deploying course management systems, online quizzes, wireless clickers, PowerPoint slides, podcasts, and plagiarism-detection software. In the seats are the students, armed with smartphones, laptops, tablets, music players, and social networking. Although these two forces seem poised to do battle with each…

Links the works of William Perry and of Carol Gilligan in a discussion of the need to consider differences between men and women in their patterns of intellectual development. Considers the need to examine gender differences especially as they relate to career decision making. (NB)

Used Knefelkamp's and Slepitza's (1976) model of career-related intellectual development to investigate how students at different levels of development think as they interact with a computer-assisted career guidance system, DISCOVER II, which comprises modules on understanding interests, values, and abilities; searching for occupations based on…

Discusses beliefs about autonomy, curriculum, and reading that inform the teaching model of critical thinking. It suggests that teaching critical thinking in college as it has evolved into teaching of informal logic is not sufficient for actualizing the ideal of education for autonomy. (SM)

The rule assessment approach was used to examine five-, eight-, eleven-, and twenty-year-olds' concepts of time, speed, and distance. (CM)

During the decade of the 1980s, rapid changes in the nature of medical practice and in patterns of health care delivery confronted medical educators with many challenges. At the Medical College of Wisconsin these challenges led to the design and implementation of the 2-year longitudinal experience called the Profession of Medicine Program (POMP)…

A philosophical orientation to teacher education would be a critical orientation, laying stress on the clarification of terminology, on the understanding of the logic of subject matter, and on a consideration of "what the known demands," or action deemed necessary from content knowledge. Fragmentation would be overcome, and a synthesis would be…

An attempt is made to clarify the aims of critical training in academic subjects at the higher education level. Additionally, common motifs of thought in the extensive material of cognitive criticism are considered, and the material itself is synthesized. Attention is also directed to the criteria of essentiality and implications for teaching. Two…

A longitudinal study of 101 college students investigated the ways in which their college and postcollege experiences fostered development of complexity in their assumptions about knowledge, by emphasizing independent functioning, collaboration, direct involvement in learning, and subjective decisionmaking. Results suggest these experiences be…