The traditional college curriculum is seen as a collection of answers for students who do not yet have the questions; an alternative approach that nurtures students' capacities for inquiry is suggested and outlined. (MSE)

Examines non-traditional teaching methods which emphasize groupwork and speaking skills, stating that they should be used in higher education geography courses because they enhance students' intellectual development and general employability. Discusses seven important principles for teaching these skills, arguing that these methods improve both…

A teaching workshop for faculty from member liberal arts colleges in the Central Pennsylvania Consortium is reported. Presentations of the William Perry scheme of student intellectual and moral development are described. (MLW)

The author analyzes primary students' spontaneous, unsanctioned talk in the classroom and argues that these interactions can become occasions for engaging in intellectually demanding tasks. Drawing upon two years of research in an urban elementary school, she reviews accomplishments of children who, without explicit directions, collaborated to…

An interview with Elliot Eisner, widely regarded for his research in the diverse fields of art education, curriculum development, and educational evaluation, focuses on his views regarding students' aesthetic ways of knowing, including discussion on concept formation, intellectual development, appropriate educational settings, and cognitive style.…

Engineering education is viewed as the development of the quality of thinking in students, and the implications of this approach for student assessment are discussed. (MSE)

Proposes six legal principles of children's intellectual rights that can be derived from the First Amendment. Argues that only the government (including public schools) is constitutionally obligated to act in accord with these principles. Proposes that the principles can serve as ethical guidelines for parents and private schools as well. (NH)

The knowledge era demands that students and faculty analyze and organize information, which requires intellectual skills rooted in critical thinking, problem solving, formal operations, creative, and more recent metacognitive and cognitive concepts. These skills seem to have operations in common, including description, selection, representation,…

General education programs need not be circuitous or formless. They should: stress development of the intellect; focus on problem-solving skills; integrate general objectives and professional competencies; and foster interdisciplinary studies. (MSE)

Twenty Suzuki violin students between four and eight years old were individually administered an author-designed rhythmic task and a series of standardized tasks that measured area and length conservation. The students' prior training was found to be less of a factor in rhythmic conservation than were age and area-length conservation. (Author/RM)

This reply to Horn and Donaldson is previous critique of Schaie and Baltes' Research and writings on intelligence in adulthood and old age has two parts: the first discusses theoretical perspectives and the second makes observations on the empirical data base. (Author/AM)

The California Psychological Inventory includes a masculinity femininity measure, Fe. Although the test author suggests that Fe is positively related to intelligence for females but negatively for males, a review of the literature fails to substantiate this claim. Correlation of Fe and intellectual measures is low in magnitude and is not different…

Effects of external reinforcement and cognitive conflict-based treatments on students' acquisition of ability to control variables at an early age were studied. Smedslund's finding was confirmed. Nearly half of trained students with a mean age of 11.8 years could be classified in late formal operations. (CC)

Article considered the Playgroup nursery and its philosophy of preschool education with an emphasis on emotional facilitation. (Editor/RK)

Considered the report of the Stanford Research Institute which stated that adolescence - not early childhood - is the best time for intellectual development. (Author/RK)