This booklet is one of the National Humanities Faculty publications designed to examine the question of what is taught, and why. This dialogue between Edwin Delattre and Thomas Donovan explores how humans go about reasoning and solving problems according to their collective, reflective intelligence. (Author/MJ)

Describes a six-week summer program in which a group of inner-city, high school graduates participated in activities designed to promote logical thinking. Four Piagetian tasks were used as pre- and post-tests and showed that the course promoted significant improvements in logical thought. (MLH)

The standard methods of the social sciences do not provide all the tools necessary to probe into the fundamental questions on the relationship between individuals and their environment. Proposes that social studies teachers try to clarify and examine the hidden assumptions which are part of classroom discussions and social studies textbooks.…

Research results of several studies are used as a basis for suggesting some guidelines for teaching measurement concepts. Prerequisite concepts and skills are given emphasis. (MP)

Examines children's ability to make both logical and pragmatic presuppositional inferences and to discriminate between the two as a function of contextual information. Five- and eight-year-old children served as subjects. (BD)

The extent of a child's sense of how story should progress logically from beginning to end helps him to gain fluency and pleasure in reading. (JD)

Explored Neimeyer's notion that moderately depressed people have relatively disorganized personal construct systems, that non-depressed people see themselves consistently positively, highly depressed people view themselves negatively, and moderately depressed people view themselves with ambivalence. Using a grid measure of logical consistency,…

Examines assumptions underlying alcohol education programs and program impact from inferential and deductive logic perspectives. Combines review of existing empirical evidence concerning effectiveness of alcohol education with the outcome of a deductive-logical analysis, resulting in a series of explicit, realistic, recommendations for effective…

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Describes a community college project which incorporates literature into course content outside the English department to enhance students' ability to respond to subject matter and develop critical thinking skills. (NH)

Notes that recent work in argumentation has emphasized social and disciplinary influences on argumentative discourse, that rhetoricians have also been debating the role of good reasons in argument, and that the informal logic movement has shown increasing awareness of the rhetorical dimensions of argument. (SKC)

Legal education today focuses too narrowly on the profession itself, and fails to meet the larger obligation to probe the interrelationship of love and justice as well as the development of civic virtue and a sense of public duty. (MSE)

The educational value of courses in computer programing must be judged by sound curriculum criteria: they should fit a logical sequence of K-12 learning objectives, expose students to future career opportunities, and teach students reasoning skills. (TE)

Examines the factors influencing the use of a plan by four- and five-year-old children to judge the relative number of two sets by one-to-one correspodence. Results suggest that most children have one-to-one plans in long-term memory by age four. (Author/RWB)

Discusses logical errors, such as converse reasoning, that are made by students in mathematics and science courses. States that many students apply incorrect forms of reasoning to concrete mathematical problems. Concludes that material should be taught as concretely as possible, and that mathematics students should be made aware of reasoning…