Describes a panel discussion on the acceptability of fiction in academic discourse. Gives advice to scholars wondering whether fiction should be considered as knowledge: stop taking yourself so seriously; embrace "scholartistry", the application of the artistry of imaginative powers to scientific inquiry; know that truth changes; explore…

Provides a critical overview of research on play and cognitive development and an analysis of the two major theoretical frameworks (from Piaget and Vygotsky) that have informed it. Outlines the key features of a more powerful research perspective that defines and shapes the context of play as a social activity. (Author/BB)