Dunlop (Journal of Philosophy of Education; v14 p178 1980) suggests that people give up their capacity for independent judgment in face of coercive public standards. The author agrees, but believes Dunlop's appeal to intuition should be replaced with an appeal to universal criteria of rationality. (KC)

Kahneman and Tversky's critique of Cohen's position on adults' probability reasoning is not valid. If they think Baconian logic is normatively unsound, the onus is on them to explain why. It is valid and useful because nature itself is full of causal processes. (Author/RD)

Reviews the theories of the founder of "general semantics," Alfred Korzybski, who believed that social conflict would be reduced by the study of how the structure of language affects our perceptions of the world and by the development of new language habits to overcome the limitations of verbal symbols. (Editor/SJL)

Owing to such factors as low cost, flexibility, and convenience, two-year institutions have continued to increase both in numbers and in size of enrollments. An opportunity exists, therefore, to make philosophy available to a growing population. Philosophy should be considered a reflective and analytic accessory to every specialty. (JN)

Examines the relationship between 35 preschoolers' moral reasoning about altruistic moral conflicts and their sharing, helping, and comforting in a naturalistic environment. (JMB)

Children aged 1 1/2 and 2 1/2 years observed events consisting of the removal of crucial support blocks from simple block structures. The child's anticipation ability was measured by the degree of surprise observed on certain trick trials in which concealed magnets prevented the expected collapse. (JMB)

Examines the characteristics of the evolving processes of technology as well as those which precede the birth or worldly appearance of the technological product. (Author/RK)

The author responds to a critique by Kelly in "Journal of Leisure Research", 1976: 129-31, of the article "Leisure and the Alienated Worker: A Critical Reassessment of Three Radical Theories" (JLR, 1975:179-90), giving a clarification of his underlying assumptions in writing the article, his methodology, and the scope of his research design. (MB)

Uses examples of organizational distortions of information to expand understanding of individual moral responses and responsibilities in light of Hannah Arendt's notion of the banality of evil. Explores dimensions of the objective/subjective and systemic/reductionist continua. (SK)

Both the ancient Chinese and Greeks from around the fifth century B.C. to around third century A.D. recognized the immense impact that music has on the development of one's personality, and both regarded it as crucial in the cultivation of proper disposition in youth. Music's power over one's ethos--that is, human disposition--was emphasized by…

Since the game SET[R] was first introduced to the public in 1993, it has stimulated some interesting studies. While the game itself is rather straightforward, a plethora of decent mathematical questions lies beneath the surface. It is perhaps because the game ties in so closely with such an underlying mathematical term that its implications can be…

The majority of the models which attempt to explain category-specific deficits are based on the assumption that the conceptual knowledge is represented in a permanent way in memory (abstractive view). Carbonnel, Charnallet, David, and Pellat (1997) showed that a non-abstractive view would be more suitable to account for some of these cases. The…

High schools may still be anchored to 20th century expectations, but what are the critical guideposts for a 21st century high school education? There are many specific skills and competencies that young people will need to succeed, but more than particular skills, they will need the cognitive capacity to educate themselves throughout their entire…

Although many students who enter kindergarten are cognitively ready to meet the demands of the kindergarten mathematics curriculum, some students arrive without the early abstract reasoning abilities necessary to benefit from the instruction provided. Those who do not possess key cognitive abilities, including understandings of conservation,…

Comprehension of moral reasoning is important both for successful moral education and for Kohlbergian claims that moral reasoning development is cognitive in nature. Because a psychometrically appropriate moral comprehension instrument does not appear to exist, the Moral Comprehension Questionnaire (MCQ) was constructed in Study 1 and displayed…