Written comments on student evaluations often seem idiosyncratic, lacking the power of numerical statistical data. These statements, however, may sometimes reveal intellectual challenges common to novice learners in our disciplines. Instructors can use these insights as part of a scholarly approach to teaching, making meaningful adjustments to…

Sifts through confusing intelligence theories, arguing that intelligence is a combination of influences involving power, tactics, and content. Good thinking is an unnatural act demanding evenhanded reasoning, problem finding (versus solving), and knowledge as invention. Discusses thinking frames guiding thought processes and the implications for…

Proposes six principles to follow when teaching students to think. Aimed at teaching thinking as an indivisible process rather than as a set of discrete skills, the principles involve active learning, the articulation of thinking, intuitive understanding, structuring courses developmentally, motivating learning, and establishing a positive…

Verstehen, the understanding of human behavior, can be of value to teacher and student alike, bringing both to an increased level of sophistication in the learning process. (Author/PG)

Fascination with pedagogical technique has denigrated the intellectual life of K-12 educators and furthered the proliferation of "interdisciplinary" instructional approaches that blur important distinctions among disciplines. An atmosphere that values technique over substance tends to drive out or marginalize educators who enjoy reading and…

Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abilities develop spontaneously in accordance with a…

LEARNING THE BASIC SKILLS OF READING AND WRITING IS NOT SUFFICIENT FOR A HIGH SCHOOL EDUCATION. ALL STUDENTS SHOULD COMPREHEND, AND REACT CRITICALLY TO, THE IDEAS AND PROBLEMS ABOUT WHICH THEY READ. STUDENTS WHO WERE CONSIDERED MATURE READERS COULD DISTINGUISH FACT FROM OPINION, DISTINGUISH BETWEEN CONNOTATIVE AND DENOTATIVE LANGUAGE, AND DRAW…

A program to improve student ability to perform intellectually demanding tasks might reasonably focus on four types of objectives: abilities, methods, knowledge, and attitudes. (Author/MLF)

Suggests categorization of words as an alternative to traditional word study. (MKM)

Student learning and student development are part of a unified framework rather than separate interests to be pursued independently.

A general discussion of programed instruction as compared to other teaching methods of cognitive skills. Various theories of pedagogy are also discussed. (HB)

Ideas for teaching children about creativity and its importance are offered in this article. Ingredients for developing creativity skills are presented and suggested projects are discussed. (DF)