Addresses the question: If an intellectual change is truly fundamental, how can it be socially comprehensible? Claims that the question is particularly pressing in the case of Darwin's "Origin." Argues that the answer lies in an understanding of how scientific revolutions depend on continuity with an existent cultural grammar. (JD)

There are serious shortcomings in the arguments that researchers have advanced to support the symbolic racism thesis. The following aspects are critically discussed: (1) concepts of symbolic racism; (2) methods used to measure symbolic racism; (3) the statement that traditional racism is a spent form; (4) the theorist's disregard of current…

The article discusses the following two explanations for White opposition to efforts to bring about social equality: (1) Whites' perception of Blacks as a threat to their personal lives; (2) Whites' endorsement of racist sentiments and traditional American values, particularly individualism. The second explanation is supported, and further…

The article reaffirms a negative judgment of symbolic racism, criticizing the following: (1) the suggestion that symbolic racism is a new form of racism; (2) the term "symbolic racism"; and (3) research on symbolic racism. The article also sketches a constructive agenda for research on racial policy reasoning. (PS)

Explores age differences (6 to 22 years of age) in conceptions about the nature of the skills required by verbal and nonverbal (abstract) intelligence tests. (HOD)

Observes 75 first- and third-grade children in their classroom mathematics seatwork to test assumptions drawn from Vygotsky's theory about the development of private speech and its relationship to task performance, attention, and motor behaviors accompanying task orientation. (HOD)

Discusses a developmental approach to children's library services in which the communication element is essential to successful programing and reader's advisory, both of which provide opportunities for using communication techniques that are meaningful in the pattern of a child's intellectual development. The stages of development are outlined.…

"Music Video 454," a course surveying the history, business, and aesthetics of the most important force in both music and television, is described. The instructors teach students to analyze videos--aesthetically and sociologically, and hope to enhance their career prospects. (MLW)

Restrictions on intellectual freedom have existed in American colleges and universities from their founding in the mid-seventeenth century through the rise of the corporate and government dominated institutions of today, and intellectual repression is a principal factor in low faculty morale in the 1980s. (MSE)

The development of intellectually challenging and personally supportive faculty-student relationships outside of formal learning contexts is crucial to excellence in honors-level education, and can be fostered through a faculty advising and mentor program. (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…

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)

Discusses the resurgence of creationism as part of the upsurge of neo-populism and the new conservatism, and its importance due to its political nature. Creationist arguments are outlined, some problems created by the confrontation between creationism and science are discussed, and this confrontation's effects on the science classroom are…

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)

The purposes of contemporary affairs education are to (1) provide for full intellectual development of students, (2) make school experiences relevant to real life, and (3) extend democratic institutions by developing an informed, curious citizenry. (Author/AV)