A graduate of a course in history's great ideas and the processes of thinking about them encourages the development of similar courses, arguing that important aspects of intellectual development are being ignored in the current college curriculum. (MSE)

The main obstacle to restoring the study of philosophy to the liberal arts curriculum is seen as the pervasive assumption that what the philosophers who make up the Great Tradition teach could not possibly be true. It is suggested that teachers are convinced of the intellectual superiority of our time. (MLW)

A discussion of creativity and curiosity, particularly in the context of college instruction, examines two psychological models of creativity, the cognitive approach of Howard Gardner and one aligned with depth psychology (James Hillman). Commonalities are noted: preference for mess over management and for boundaries transgressed rather than…

While university students are adept at acquiring knowledge, they are less and less skilled in critical thinking, and nearly illiterate in enlarged understanding, or contextual thinking. Higher education trains students to merely assume responsibility for tasks, not think about the larger realities of which they are a part. (MSE)

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)

Develops two models used as the basis for the proposed Teaching Assessment Program (TAP): a 4-stage gnometectonic (process of coming-to-know) model of teaching and a model of intellectual development. Describes experimental use of teacher and student report forms for the TAP. ("Part I: A Critical Retrospect" is EJ 116-234.) (JT)

The author defends and clarifies a previous assertion that college faculty may need to be taught to take advantage of classroom opportunities to make insights and awareness clear to their students. (MSE)

Introduces William Perry's work on the stages of intellectual and ethical development and asserts the importance of professors linking students' intellectual development with their pedagogy. (EV)

Asserts that liberal education has the promotion of intellectual development as a primary goal, and that to encourage intellectual progress, a context of intellectual freedom is necessary. Offers a set of principles of academic freedom that it suggests are foundational to the promotion of intellectual development. (EV)

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)

The importance of incorporating discussion into college lecture classes is discussed, problems in starting and expanding exchange of ideas are examined, and techniques for "raising the intellectual temperature" of a class are offered. Anecdotal examples are drawn from observations of teachers in a variety of discipline contexts. (MSE)

The link between writing and the development of reasoning abilities, and implications for the college curriculum are discussed. The developmental models/theories of Piaget, Kohlberg, Gilligan, and Perry are described. Perry identifies a level of cognitive development called "dualism," which is a tendency to view the world in absolute,…

Contemporary medical students, it is suggested, view science in particular and the intellect in general as difficult allies at best. What emerges are physicians without inquiring minds, physicians who bring to the bedside not curiosity and a desire to understand but a set of reflexes. (MLW)

Higher education should serve the long-term intellectual needs of the student. The only way to measure real learning is by what it does to the individual student's intellectual growth. A three-step approach to internalize, integrate, and subjectify knowledge is discussed. (MLW)

Educated persons, it is suggested, must be literate, understand public affairs, develop lifelong learning habits, and may be capable of solving problems through the discipline in which they majored. Faculty are seen as more important than college presidents in the general task of producing educated persons. (MLW)