Young people sandwiched between childhood and adulthood often rebel when adults treat them like children rather than with the respect that acknowledges their intelligence and potential. Research and theory supporting the view of "infantilizing" adolescents has proliferated. The extent to which modern cultures infantilize youth is evident in…

Briefly summarizes Vygotsky's life, the appeal and subsequent abandonment of his ideas in the 1960s, and renewal of interest in the 1970s and 1980s (often at the expense of Piaget). Praises van der Veer and Valsinger's book as a realistic picture of Vygotsky's background, life, and work, of the scientific and political context in Russia and of his…

Explores the challenge of keeping parents involved in their children's education beyond the elementary school years. Suggests the invitational model as proactive approach for keeping parents involved in the lives of their children, particularly during the transition years of middle school education. As background, discusses nature of…

Proposes a cognitive mechanism that makes forgiveness possible. Revises Piaget's theory that ideal reciprocity is the underlying cognitive operation that makes understanding and appreciation of forgiveness possible. Draws on modern philosophical inquiry, empirical study, and theory to argue instead that abstract identity provides--philosophically…

Cognitive development proceeds through a series of four levels. The first is the single-class level, attained by infants at approximately 1 year of age. At the single-class level, concepts are based on element similarity or convention (for example, images and words for common objects). The second level is the relational level, attained by toddlers…

Discusses the dilemma of self-concept in pre-adolescent girls, as they revise their self-images based on information that the culture dictates as the norm. Argues that drama education can offer creative activities to help girls find their voice and bring them into their power. Includes two group drama activities and a short annotated bibliography…

The middle school movement is not about being better able to meet the learning needs of preadolescents; middle schools are attractive mostly for administrative, not pedagogical reasons. Middle school advocates overlook the cultural context of rural schools and the violence done to communitarian precepts when middle school construction results in…

This discussion of problems associated with deriving pragmatic norms for older children and adolescents presents a model for analyzing and comparing pragmatic performance across language tasks. The multilevel model involves the interrelationship of situational, discourse, and semantic contexts--knowing what, to whom, when, and how much to say. (DB)