The author argues that understanding of the logic of proof is important to all students of mathematics. Students in the applied sciences sometimes have difficulty understanding proof or its relevance to them. Several ideas for instruction in proof are offered. (SD)

This article demonstrates how newspapers can be used to develop an understanding of current affairs and develop thinking skills. Three examples of current affairs articles along with learning activities which foster the development of thinking skills are included. (JDH)

The ideas of Kuhn and Lakatos are used to study four issues in mathematics education related to values, units of analysis, theory of mind, and nature of mathematical entities. The goal is to determine whether differences between the assumptions are best understood in Kuhnian or Lakatosian terms. (MNS)

Although the knowledge and content of the sciences and humanities differ, the differences are superficial and a basic similarity is often overlooked. The disciplines use common intellectual or methodological principles for generating ideas and for justifying and defending conclusions. (MSE)

A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

Provides an overview of the types and characteristics of metaphors. Discusses the nature of metaphorical thinking and how to teach it in the classroom. (JDH)

Uses the "Keegstra affair," a case in which an Alberta high school teacher allegedly taught racist historical theories to students, as a springboard for a critical thinking exercise. Proposes that we can determine how well high school students can critically think by seeing if they can determine what is mistaken about the views and…

Reviews definitions of critical thinking in social studies and literature on whether it is being taught. Cites studies indicating a lack of critical thinking ability among social studies teachers and the absence of critical thinking instruction in social studies classrooms. Concludes that a specific critical thinking methodology which teachers can…

Tests children for the effects of prior knowledge on the amount of learning that occurs after a training period focusing on either number skills or logical operations. No relationship existed between the amount children learned and their pretraining knowledge or the amount learned and their developmental level. (Author/BB)

Describes two studies of five- to nine-year-old children. Study 1 illustrated a low incidence of animistic thought and indicated the salience of movement in a group of northern, Unitarian children. Children demonstrated a variety of criteria for aliveness. Study 2 replicated findings in a group of southern, Baptist children. (Author/KS)

Female adult members of a spiritual community denying the existence of chance were matched by age and educational level with adult female nonmembers. Level of development of logical operations and causal belief systems were assessed. Findings indicate that personally charged, magical concepts of causality can develop into maturity and exist…

Discusses how the basic concepts from formal logic can be used as a teaching aid in beginning sociology courses. Three sociological arguments are analyzed, to determine their logical structure and the validity of their conclusions. (Author/RM)

Along with listening, reading, speaking and writing skills, schools must develop students' thinking skills. (JH)

This study analyzes the relationship between counselor effectiveness as defined by scores on the Indexes of Communication and Discrimination and intelligence as measured by undergraduate grade point average (GPA) and Miller Analogy Test (MAT) scores. Subjects were 51 master's degree candidates in an introductory counseling course. Their scores on…

This article reports one search for factors or conditions shaping the child's growth in logical ability. The search indicated the existence of a relationship between the quantity of teacher talk that contains the language of logic and the change exhibited by students. Implications for classroom practice are discussed. (JA)