There are important questions in communication disorders that fall outside the limits of science, such as questions concerning social/personal values, questions calling for logical analysis, and questions that wastefully use science because they emanate from a flimsy foundation or the answers would not affect understandings or behavior.…

Educators have shown great interest in teaching thinking in the last five years. This overview introduces thinking skills instruction as the theme of this issue of "Educational Leadership" and distinguishes three different approaches: teaching for thinking, teaching about thinking, and teaching of thinking. (TE)

The notion that thinking can be taught as a separate skill is a philosophical mistake. Teachers who are knowledgeable about their subject, who understand how it differs from other disciplines, and who can convey this to their students are already teaching thinking skills. (TE)

Describes five studies in which the learning and transfer abilities of two- and four-year-old children were examined on a task that required them to combine two separately learned solutions to reach a goal. (HOD)

Surveys artificial intelligence and the development of computer-based tutors and speculates on the future of artificial intelligence in education. Includes discussion of the definitions of knowledge, expert systems (computer systems that solve tough technical problems), intelligent tutoring systems (ITS), and specific ITSs such as GUIDON, MYCIN,…

Alaska native children tend toward academic difficulties due to the mismatch between school curricula and their linguistic and culturally-based cognitive skills. Data derived from a rigorous linguistic approach, which analyzes their actual speech to identify cognitive abilities, would assist researchers and curriculum designers improve school…

The trend toward including instruction in critical and logical thinking as a required element in the college curriculum, and the various approaches to teaching it, are discussed. (MSE)

Argues that composition teachers need to know, as opposed to teach, a good deal about basic logic, both formal and informal, specifically about the paradigm of argumentation--including the limitations of formal logic. (EL)

Although empirical accounts of organizational decision making often show that the process is not a rational one, a study of budgeting at Stanford University during the 1970s, while not conclusive or comprehensive, supported the claim that the institution's process was rational and provided a procedure for testing a decision-making model. (MSE)

Argues that much of current science curricula and instructional strategies do not accommodate the thinking and reasoning capabilities of students. Level of capacity for abstract logical reasoning, whether the capacity can be cultivated/enhanced, consequences of mismatched intellectual levels and instructional modes, and what thinking/reasoning…

Four-year-old (N=45) children were trained for eight weeks in one of three conditions: (1) logical foundations (classification and seriation); (2) number skills (counting); and (3) control. The experimental treatments were based on the logical foundations model of Piagetian theorists and a skill integration model. (Author/BS)

Good citizenship calls for the ability to think critically about issues concerning which there may be a difference of opinion and apply democratic values to the issues. Critical thinking has three components: an attitude of carefully considering problems, knowledge of logical inquiry methods, and skill in applying those methods. (MSE)

Short and long term strategies for implementing critical thinking skills into school programs are discussed. The short term strategy is to teach analytic skills within established subject areas, while the long term strategy involves recognizing and overcoming the unconscious obstacles to development of sound critical and dialectical thinking. (TE)

The New Jersey Task Force on Thinking has taken the first steps toward statewide assessment of students' thinking skills. Efforts were made to (1) define requisite thinking competencies, (2) explore measurement of thinking competencies, and (3) make recommendations accordingly. Preliminary findings are reported. (TE)

Cultural, ecological, and educational variables in relation to magical thinking, perceptual flexibility, and logical reasoning seem to be crucial in development of children's judgments and explanations in conservation tasks. (Author)