This report describes a program designed to promote relevance in the lower division curriculum at Our Lady of the Lake College in San Antonio, Texas. It was decided that the best means to be used is a multidisciplinary course that utilizes the method of problemsolving as the basis. Therefore, a course combining the social and behavioral sciences…

The development and use of intuitive thinking, at all levels of education, have been of concern to scholars in recent years. This paper discusses the findings and theories of various scholars about intuitive thinking and learning, including the work of Jean Piaget, Jerome Bruner, Richard Jones, and Robert Ornstein. The paper also explores the use…

Philosophy and social studies instruction meet in areas of clarification of meaning, examination of beliefs and values, and establishing claims for grounds to knowledge. Suggests ways to use philosophical and critical thinking to foster cognitive growth in students. Presents a sample lesson which integrates critical skills, philosophical thinking,…

This article outlines an eight-station learning center, based on commercial materials, which students may use in their free time to improve skills in deductive and inductive reasoning, criticism and analysis, creative thinking, problem solving, and moral reasoning. (Author/SJL)

Discusses collection and analysis of social statistics in developing nations. Concludes that all social statistical programs should stress an approach of integrated and limited improvements related to issues of major concern and aiming to produce timely and reliable information. For journal availability, see SO 506 201. (Author/DB)

Discusses general ways to approach and solve engineering problems. Uses the phase plane and perturbation methods to illustrate the qualitative study of equations. (MLH)

Identifies some aspects of teacher-student interaction during inquiry learning. These include treatment of students as investigators, inductive use of evidence, awareness of the incomplete nature of individual bits of data, internalization of facts, and the facilitating role of the teacher. (Author/AV)

The claim that sociology teaches students how to think more critically and scientifically about social issues was tested on college-level students in a sociology department. Results indicated neither the inclination nor the ability increased in the students having sociological training. (ND)

Most mathematical ideas can be taught with simplicity. It may be necessary to give up the phrase "mathematics education" and replace it with "basic quantitative literacy." (Author)

Humorous recounting of the trials and tribulations of someone with a photographic mind for retrieval of information but no learning mechanisms provided by her instructors for releasing stored data towards practical use -- especially in the area of mathematics. (See EA 504 500.) (WM)

A mathematics laboratory should be a learning environment where many young minds decide that mathematics is more than practicing "sums" that the teacher assigns. (Author)

Criticizes the DPPC Method (Direct, Pure, Piecemeal, and Complete) of mathematics instruction which is designed to enable the lower ninety percent to become proficient in problem solving. Suggests that this method is deceptive since students learn to follow a prescribed recipe rather than becoming problem solvers. (JR)

The business model of the university, emphasizing productivity and efficiency, is insidious because it treats knowledge as a product rather than a process. Learning to ask questions is more important than receiving answers, and the special contribution of the university is the excellence of its process. (Author/MSE)

This paper investigates similarities and differences between the computer and the human brain in terms of thought processes and develops the theory that the computer can learn, is intelligent and does satisfy educational learning requirements. (Author/MK)