This article draws on the philosophical work on dialogic rationality offered by Charles Taylor as well as qualitative studies of dialogues between politically opposed college students to argue that these conversations succeed as tools of democracy precisely because they fail as interventions. That is, the democratic strength of such dialogue is…

In this paper Michael Vazquez and Dustin Webster consider the practice of deliberating about ethical case studies as a means to contribute to the professional development of educators. An ongoing debate is whether or not the study of ethical theory should be included in this practice. Vazquez and Webster argue that a popular strategy, known as the…

Previous research on open-mindedness, whether by critical thinking researchers, philosophers of education, or intellectual virtue theorists, has not sufficiently addressed the challenge posed by cognitive bias, particularly motivated reasoning. How can students develop their open-mindedness when they are often motivated to preserve their prior…

A scientific definition of the meaning of human creative thought is pursued. (JD)

A comparison is made between the experienced scientist and the young child in their reasoning processes and methods of reaching logical conclusions. (JD)

Article is concerned with the implications of Autonomism for moral education. (Author)

An article by Harvey Siegal, "Kuhn and Critical Thought," is criticized. (JD)

Jean Piaget's theory of genetic epistemology is criticized from a philosophical point of view. (JD)

Giambattista Vico, an 18th-century Neapolitan philosopher, believed that, from children, adults could learn lessons they could not teach themselves. This learning, however, is predicated on the necessity that genuine childhood be allowed to exist and that logic and abstraction are not introduced to children too soon. (JMK)

Two views of emotion in the writings of Paulo Freire are discussed. Freire views emotions as critical forces to be curbed if not eliminated. Emotions are also seen as a necessary part of that essential element of education for critical consciousness--dialog. (JN)

Two models for teaching people to think, the Deweyan problem-solving model and the traditional discipline-oriented model, are described and evaluated. (GW)

Presents a basic examination of non-physical mental acts as educational objectives. (Author)

Contending that mathematical representation sustains a resemblance to the representational activity preceeding it and that it is this analogical resemblance that makes the developmental sequence of children's representational ability visible as a sequence, this paper explores the application of this notion to an undergraduate class in early…

The view that judgments of value have an objective relation to judgments of fact is supported. (JD)

The political influence of liberal reformers and philosophers at the time of World War I is discussed. (JD)