Illustrates how the punchline finds the flaw in the system, but the system remains operable. (EL)

Discusses two meanings of abstract: abstract-apart, ideas removed from reality; and abstract-general, ideas general to a wide variety of contexts. Suggests that greater interest in abstraction as a process, instead of just a product, would be beneficial to mathematics education theory and practice. (48 references) (MKR)

We comment on the paper "The co-emergence of machine techniques, paper-and-pencil techniques, and theoretical reflection: A study of CAS use in secondary school algebra" by Carolyn Kieran and Paul Drijvers. We look at aspects of Kieran and Drijvers' analysis with regard to "task-technique-theory" in the light of a model of abstraction in context…

The author believes that very young children are able to understand the abstract concept of peace. In her primary classroom she introduces the concept of peace to the children in a low energy environment with low lights, and soft music. When children feel at peace in their hearts, they relate peacefully to those around them. She begins with the…

Indicates that three provisions should be made possible for gifted students: (1) freedom to move through the course at an accelerated speed, (2) opportunity for application of abstract thinking, and (3) tutorial and audit activities for using special talents. (JOW)

Dunlop (Journal of Philosophy of Education; v14 p178 1980) suggests that people give up their capacity for independent judgment in face of coercive public standards. The author agrees, but believes Dunlop's appeal to intuition should be replaced with an appeal to universal criteria of rationality. (KC)

Kahneman and Tversky's critique of Cohen's position on adults' probability reasoning is not valid. If they think Baconian logic is normatively unsound, the onus is on them to explain why. It is valid and useful because nature itself is full of causal processes. (Author/RD)

Reviews the theories of the founder of "general semantics," Alfred Korzybski, who believed that social conflict would be reduced by the study of how the structure of language affects our perceptions of the world and by the development of new language habits to overcome the limitations of verbal symbols. (Editor/SJL)

Uses examples of organizational distortions of information to expand understanding of individual moral responses and responsibilities in light of Hannah Arendt's notion of the banality of evil. Explores dimensions of the objective/subjective and systemic/reductionist continua. (SK)

Research both in cognitive psychology and psychobiology suggests that political behavior is often less rational than individuals believe it to be. Information processing, memory, and decision making are interlinked processes. Studies in cognitive psychology reveal that even though decision making requires rationality, individuals often adopt…

According to Matthew Lipman, director of the Institute for the Advancement of Philosophy for Children, philosophy is the best answer to the call for critical thinking because it provides experience in reasoning that will prepare children much better than the limited knowledge of the disciplines. (TE)

Examines Paul H. Hirst's concept of reason as implied in his theory of the forms of knowledge. Explains Hirst's view of the temporal nature of knowledge and analyzes his key concepts of objectivity, judgement, the given, and facts. (Author/DMM)

Outlines the elements of a revised epistemological approach to thinking about library and information science. Hermeneutical phenomenology seeks an understanding of the essence of things (such as the library) and takes into account, among other things, the intentional stances of the human actors within the realm of library and information science.…

Traces the decline of rhetoric and the underlying social changes that hastened its fall from grace. Argues the need for a reconstructed rhetoric. Creates a context for considering a visual rhetoric. Suggests that abstraction and scientific reductionism fail to address issues of human agency. Cites five examples of social or cultural problems that…

Opposes the view that standards for evaluation arguments do not exist or cannot be developed. Justifies argument evaluation and sketches the outlines of a general method for evaluating ordinary arguments. (PD)