According to the authors, the real conditions of poverty and homelessness in America remain obscure. The homeless, contrary to popular belief, are not homeless by choice. 25% of the homeless are employed full-time in low-wage jobs, 25% are war veterans of one kind or another, and 25% are emotionally disturbed. According to the Rand Corporation,…

Four devalued, largely missing areas of teacher education should be reconsidered in reconstructing curriculum for teacher education: autobiography, inquiry, reflection, and critique. Preliminary results are discussed from a study of a year-long experimental teacher education program which incorporated these four components. (IAH)

Argues that students should continuously question the purpose of their daily classroom activities and assignments. Explains that when students are required to consider purpose, they begin to develop important intellectual skills, and to bring relevance to their critical thinking and daily life. (NB)

Many aspects of teaching reveal it to be an activity imbued with uncertainty. Teachers are frequently unsure of their students' knowledge and understanding, of the effects of their instructional strategies, of the most appropriate content to cover in their limited time with students, and ultimately of their own intellectual and social authority.…

Probabilistic reasoning as developed by John Locke can provide the English teacher with a useful system for teaching the research paper since it consists of four major strategies for probing a subject: (1) the use of maxims or principles, (2) the framing of hypotheses, (3) the use of analogy, and (4) the reliance on authority. However, it is the…

A critical look is taken at the standards and philosophy current in the public schools. The continuing trend of permissiveness at all levels is deplored as producing young people who are unable to function literately after their schooling is finished. It is pointed out that teaching innovations over the past years have resulted in increased…

Four teachers offer definitions, experiences, and opinions relating to the teaching of moral values in the classroom. (EL)

To deal with an interdependent world, citizenship education can no longer be confined to the person in the street, must stress the analytical skills with which to trace the causal chains that entwine our lives, and must avoid scare tactics. The tools appropriate to training for citizenship in an interdependent world are listed. (BW)

Benefits can be gained through the introduction of principles of analysis from a moral perspective. Students should be encouraged to develop modes of moral reasoning and conduct through group discussion, values clarification, and individual expression. (CJ)

Educators may find that thinking in ways that are self-reflective, strategic and tactical, imaginative, and social will tend to enhance their skill for engaging in the important process of human communication. It is doubtful that educators can communicatively organize themselves when an information overload exists. (CJ)

Discussing the Jonestown mass suicide, Charles Manson, etc., this article maintains children must be alerted to the fact that there are people and advocacies capable of exerting the kind of influence that causes followers to act with total irrationality; educators must emphasize the development of strong, questioning minds. (Author/JC)

The role of decision making, and its import for generating social change are examined. Decision making is considered from psychological, semantic, and scientific viewpoints, and suggestions for constructive change in social studies curricula are offered. (RJG)

Suggests the use of scenario analysis in assessing some of the options offered as interventions to adolescent crime prevention, including child protection policies and guardianship, and parent licensing. Also explores the problem of racism and other social concerns in implementing some interventions. Finally, the influence of IQ on sociopathy is…

Argues that few students learn to think well within the disciplines and domains of knowledge and experience. Offers 18 ideas for students to utilize in order to become better critical thinkers and learners, including: (1) becoming an active learner; (2) becoming a questioner; and (3) looking for interconnections. First in a series of articles.…

Recommends a revision of the traditional method for teaching history, so that students view facts as the starting point, from which they learn to classify, examine, and evaluate historical events. Suggests activities and projects for implementation of this teaching method. (LS)