Challenges Smolensky's theory that human intuitive/nonconscious cognitive processes can only be accurately explained in terms of subsymbolic computations in artificial neural networks. Symbolic learning models of two cognitive tasks involving nonconscious acquisition of information are presented: learning production rules and artificial finite…

Discusses a visual representation of the English verb system. This system helps overcome difficulties with the opaqueness of metalanguage and with distinguishing between key notions such as "tense" and "aspect." The article shows how learners can fathom the abstract meanings involved through the use of 'icons' that obviate the…

An implicit or explicit curriculum exists wherever teaching and learning occur, in any teaching relationship. A model of educational processes that includes the image of an educated person, model of the learner, and conceptions of context and discipline provides a mechanism that clarifies the concept of lifelong learning. (SK)

Discusses the development of thinking from a sociocultural perspective, focusing on how Super and Harkness' (1986) concept of "developmental niche" may be used as a framework for organizing cognitive developmental research in relation to culture. Argues for the utility of this approach in furthering understanding of the precise linkages between…

The praxis model for adult education places lifelong learning and the adult learner in a societal context and recognizes that learners and knowledge are embedded in context. Praxis places attention on three essential tasks of the learner: consciousness, practice, and reflection on practice. (JOW)

Beyond the limits of a conventional, administrative task-oriented approach to leadership, a view of adult/continuing education leadership in terms of the role of teacher can strengthen personal and organizational learning. (SK)

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)

Argues that the mission of the university is to create intelligence. Defines intelligence, discusses research on cognitive processes of learning, and discusses obstacles to using the demonstrate-label-coach-mastery strategy emphasizing the value of the clinical approach used to teach seven specific skills. Presents a classroom illustration of this…

States that, although many students are classified as learning disabled (LD), few have verifiable neurological deficits. Asserts that understanding the historical context and evaluating LD research provided by Gerald Coles in "The Learning Mystique" will be important to college learning center staffs working with students who are labeled as…

Discusses the need to accommodate cultural diversity in education. Asserts that arts education can develop critical thinking and problem-solving skills and offer a validation of a student's own culture and other cultures. Argues that teachers should seek arts education that develops creative, thoughtful students who can contribute to cultural…

In response to Cunningham's review of his book "Transformative Dimensions of Adult Learning" in the Spring 1992 issue of "Adult Education Quarterly," Mezirow clarifies his transformation theory of how adults learn and points out how his meaning has been misrepresented. (SK)

Discusses the challenge of answering questions and suggests how teachers can help students learn how to answer questions as they learn to read. (PRA)

In "The Unschooled Mind," Howard Gardner opines that educators who misinterpret the near cannot adequately focus on the far. Instead of challenging and building on children's real understandings (often based on a five-year old's experience), many schools simply ignore them and fill their minds with new and distant information. The real…

A knowledge of the history of mathematics education can help identify those key questions that must be answered, in ever-changing contexts, by each new generation of educators. Only through studying the history of mathematics education, problems of effecting changes within the educational systems can be appreciated and confronted. (KR)

Presents the reflections of a long-time theater teacher about his own education, his experiences as a theater teacher, and his philosophies on teaching. (PRA)