The authors cite a need to foster happiness in young people, which they feel can be partially accomplished by teaching students to solve problems. They briefly describe their implementation of curriculum developed by the Institute for the Advancement of Philosophy for Children (IAPC) to promote logical thinking through philosophy instruction. (SJL)

Paul H. Hirst's book "Knowledge and the Curriculum" is reviewed as well as his theories about the distinct forms of cognitive knowledge and how that knowledge relates to curriculum planning and teaching. Author response is included. (DS)

Syllogisms with missing conclusions, missing minor and major premises, as well as missing negative conclusion and missing conclusion to a class chain, were given to 160 gifted children (20 each from ages 4-11) to investigate the order of difficulty of certain principles of logic and the age at which these principles are acquired. (MP)

The author presents logic/strategy games to develop logical thinking in primary-grade gifted students. Procedures and materials are described for such games as Odd Man On, Even-Out, and Hex. A list of references on the development of logical thinking in young gifted, creative, and talented children is also provided. (SBH)

A description of the development of three-valued logic includes construction of truth tables. (MK)

Piaget's conceptualization of concrete and formal operations is presented. It is contended that Piaget has obfuscated logic, metaphysics and methodology. (MS)

Expert community health nurses (n=28) described crucial clinical situations. Content analysis revealed that decision making was both rational and intuitive. Eight themes were identified: decision-making focus, type, purpose, decision-maker characteristics, sequencing of events, data collection methods, facilitators/barriers, and decision-making…

Uses a counting book to discuss how primary-age students can begin to think about a meaning for the equals sign. Mathematical representations emerge from discussions between teacher and student. (Author/NB)

Describes three types of mathematics problems that are useful in promoting algebraic reasoning in the elementary school. (Author/NB)

Discusses the cognitive aspect of moral judgment. Considers the reductionist position that a judgment must conform to the canons of deductive logic to have epistemological value. Argues that moral thinking follows a different logic, requires other kinds of knowing, and demands a different type of rationality. (DMM)

Because workers need more than job-specific skills, vocational education should emphasize self-management skills (setting goals, planning, adjusting, and evaluating); knowledge extension skills (composing, problem solving, decision making, and inquiry); and enabling skills (comparing, classifying, deducing, analyzing, supporting, and abstracting).…

Assessed age differences in making inferences from prose. Older adults correctly answered mean of 10 questions related to implicit information and 8 related to explicit information. Young adults answered mean of 7 implicit and 12 explicit information questions. In spite of poorer recall of factual details, older subjects made inferences to greater…

This response to Stanovich's (EC 607 092) proposal of a new type of learning disability, dysrationalia, looks at implications for the entire learning disabilities field, especially increasing differences between operational and substantive definitions and the ongoing creation of new types of learning disabilities to overcome perceived definitional…

Focuses on the function of metaphor in argument. Compares the positions of Kenneth Burke and Paul Ricoeur on the function and evaluation of argument, concluding that Ricoeur's position supplements Burke's view of tropological argument. (NH)