Investigated egocentricity and ascriptions of knowledge to others in 45 children of 3-6 years. Six-year-olds were better than younger children at assessing the other's knowledge. Subjects were better at assessing the other's knowledge when their own access and knowledge were identical. (RJC)

A review of literature on sensitivity as an affective characteristic of gifted persons is presented. A multifaceted approach to sensitivity is proposed, conceptualizing it as consisting of cognitive and affective dimensions of both interpersonal and intrapersonal sensitivity. The psychological concepts of self-awareness, perspective taking,…

This study examined the effectiveness of a social skills training program for five male adolescents with autism but normal IQ. In addition to teaching interactional and conversational skills, the program provided explicit instruction in social-cognitive principles of inferring the mental states of others. Significant changes in beliefs were found,…

Studied age differences in children's understanding of (1) changes in emotional reactions to situations; and (2) the possibility that emotion might be controlled by situational or cognitive strategies. Children aged 4 to 15 years were more likely to suggest situational strategies than cognitive strategies for controlling emotion. (Author/GH)

Discusses the benefits that young children derive from dramatic play and how dramatic play is enhanced by prop boxes (boxes in which are stored objects related to various areas of children's dramatic play such as bakery, repair shop, grocery store, and fire station). Also discusses how teachers can obtain and use prop boxes. (BB)

Describes the use of imaginative reconstruction and empathy to teach historical perspective to British students (ages 13 and 14) with severe learning difficulties. Lessons focused on writing (or dictating) a story describing the feelings of a sailor about to be involved in the battle with the Spanish Armada. Examples are provided. (DB)

Suggests that when teaching religion in schools, teachers should use a narrative approach that is rooted in the grand narrative of Scripture. Investigates the practical implications of teaching through the narrative approach and cites specific literature. Gives teachers a list of questions to assist them when choosing literature for religious…

Anecdotes are used to illustrate how White, male, European values are embedded in adventure education. Traditional European assumptions about risk, challenge, and individual accomplishment may not be relevant to other cultures, women, or disadvantaged people. Those in adventure education need to throw out the cookie cutters and explore other ways…

Discusses the use of letters, diaries, and eye witness accounts to introduce students to personal impressions and experiences usually absent from contemporary written resources. Includes collections of letters, diaries, and eye witness accounts with accompanying activities for each primary source. (CMK)

Explores the need for recognizing and respecting different learner perspectives in order to better develop culturally responsive pedagogy. It argues for a new constructionist paradigm for teaching within a multicultural setting, which does not emphasize assimilation into the dominant culture, but enhances the learner's potential for creating anew…

Two studies tested the prediction that prior experience with a need increases empathy for those experiencing that need. In study 1, subjects (n=48) reported feelings of empathy after observing a same-sex peer endure mild electric shocks. In study 2, subjects (n=88) reported feelings of empathy after reading a transcript describing a same-sex…

Describes the importance of understanding that engaged readers can make commitments or promises to understand other readers' perspectives of a text and their interests in using it. Describes how the author's demonstration lesson to a group of Kazakstan educators was transformed into a site for exploring the educators' practices for using a…

Presents a lesson where the students participate in a simulation of the process at Ellis Island in order to understand the feelings people underwent during immigration. Explains that the students choose and research a character, either fictional or a relative, and act out the experience of entering Ellis Island. (CMK)

This article uses a classroom Civil War exercise to illustrate how teachers can use fist-person characterization to communicate social history. It describes the benefits of first-person characterization for gifted students and outlines a seven-day schedule for a unit on the Civil War. (Contains references.) (CR)

This paper argues that to talk about organisations learning is to reify and anthropomorphise organisations. Instead of thinking of an organisation as if it were a thing or a person it is closer to experience to think of an organisation as the patterning of peoples' interactions with each other. This paper explores the assumptions that are being…