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)

Investigated participants' assessments of the anticipated effectiveness of their judgmental decisions in several studies. Found that their estimates were poorly and inconsistently related to objective measures of effectiveness. This result raises a need for improved approaches to assessing judgmental decisions and identifying participants who make…

Examined judgments of intolerance given by children, adolescents, and adults toward disagreeing others. The evidence suggested that intolerance may be a lower level of reasoning in a social cognitive developmental progression. (Author/DB)

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 purpose of a "case analysis" course offered at John Marshall Law School was to train students in the dissection and use of judicial decisions as they are used by lawyers themselves. This case analysis method is explained in detail, and its application to a sample case is illustrated. (JMD)

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)

Results of this study reveal that well-trained observers report significantly lower levels of cognitive activity on all measures than raters who had no training or only moderate training. Consequently, interpretations of cognitive components of environmental and teacher evaluation scales must be questioned unless generated by trained student…

Television is now first in fulfilling the most important societal needs--that of the transmission of culture--both good and bad. (Editor)

Provides an overview of nonformal education. Discusses the characteristics of nonformal education as well as its misconceptions, limitations and prospects. (Editor/RK)

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…

Discusses applications of the Problem Solving Inventory for counseling and managed health care, career and industrial/organizational issues, training, and academic performance. Examines the role of problem solving in psychological health and describes the inventory, how to administer it, and previous research findings. (RJM)

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.…

Describes the problem-solving approach implemented in the University of Manitoba's first-year technical communication course. Considers technical writing as a process which can be broken down into steps: classify, analyze, test, and solve. Explains that this process offers students the methodology and flexibility they need to solve either…

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)