The Relational Thinking Style (RTS) identifies five generic learning styles: transient, digital, multi-digital, multi-relational, and meta-relational. (Author/MLF)

A reply from Barbe and Milone to Dunn and Carbo concerning the latter's comments about their research on modality strengths and preferences. (MLF)

New understandings of the human brain can be used to make quantum jumps in achieved learning. Sweeping changes need to be made in school organization, learning concepts, settings, and techniques. (Author/MLF)

Summarizes research findings on relationships among modality strengths, learning, and personal characteristics. (Author/MLF)

Present technology provides the means to generate teacher centers in which we can continuously work to expand our range of competence and test the single proposition on which we rest our case. (Author)

This critique of E.D. Hirsch's book, "Cultural Literacy: What Every American Needs to Know," argues that because Hirsch confuses memorized facts with learned facts, he ignores the importance of constructing meaning and fails to realize that students will not remember what they do not understand. (TE)

This article is E.D. Hirsh's response to a foregoing critique of his book "Cultural Literacy: What Every American Needs to Know." He argues that the distorted image depicted by Estes, Gutman, and Harrison obscures the promise of the cultural literacy initiative to improve learning in our schools. (TE)

Responding to McQueen (this issue), Epstein notes that the Cognitive Levels Matching project in Shoreham, New York, is entirely independent of his brain studies, which merely provide corroborating physiological evidence for a theory grounded in educational psychology. (TE)

A group of concerned educators evaluates the well-publicized arguments for teaching students to be culturally literate. They argue that content and process instruction are inseparable and that teacher preparation and student assessment should both reflect a more thoughtful fusion of content and process. (TE)

Herman Epstein's theory correlating children's learning capacity with periodic spurts and plateaus in brain growth is predicated on inadequate data and questionable interpretations thereof, and it is discredited by highly respected scholars, including those he cites. Applying this theory to classroom practice is therefore irresponsible and…

Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)