This speech explores the gap between curriculum theory and curriculum practice. It begins with a discussion of Joseph Schwab's pursuit of "the practical" in curriculum theory and then searches for a basis for "the practical." Schwab's theory involves two parts: "deliberation" as the process of dealing with a problem before taking action and "the…

A significant problem with inquiry teaching is that too much emphasis is placed on inquiry as a logical, scientific, and rational way of knowing. Feelings and mood are rarely dealt with except in rather off-handed remarks about intuitive leaps and creative encounters. Few consider what a model of inquiry based on mood and feeling might look like.…

A theory of energy forces developed in the USSR seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. The bioplasmic model explicates physical/mental development, cognition, readiness, and deprivation. The invisible but recordable bioplasmic forces facilitate physical…

To investigate the underlying factors of visual discrimination, memory, rule abstraction, language, and serial ordering in reading success, 79 poor and 65 good deaf readers were administered a battery of tests. Poor readers were deficient in lower-order visual discrimination and memory abilities; higher-order visual discrimination skills were…

One of the major goals of the social studies is to help students gain and refine skills in the area of value clarification. Value sheets, carefully planned activities designed to elicit value clarifying patterns of language from students, are one way of securing value clarification. Sheets, planned in conjunction with ongoing units of instruction,…

Learning is not a simple unitary process. This paper identifies three qualitatively different phases of the learning process. In one phase, the learner acquires facts and information, accumulating more structures onto the already existing knowledge structures. This phase of learning is adequate only when the material being learned is part of a…

Illustrates how one can discover structure in mental abilities where none was obvious. Reports that two classes of processes are used to form images. Indicates that imagery is carried out by multiple processes, not all of which are implemented equally effectively in the same part of the brain. (RT)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)

Points out the untestability of a heredity explanation for the differences in IQs of Black children and those of White children. Suggests an environmental explanation, arguing that Black children, simply have not had the opportunity to develop their potential for abstract thinking. (HTH)

This volume presents a curriculum developed specifically to develop the social, emotional, and organizational skills of individuals with Asperger's Syndrome or high functioning autism. The book offers ideas and techniques drawn from various disciplines including cognitive behavioral therapy, applied behavioral therapy, education, and occupational…

Proposes five generalizations on existing knowledge, learning, and their interaction, and discusses evidence for these from recent research on children's learning, memory, conceptual understanding, and problem solving. (Author/AOS)

The effects of different models of exploration questioning on young children's associative fluency were examined in two experiments with kindergarteners. It is concluded that asking descriptive and difference exploration questions are most facilitative of children's associative fluency. (Author/SEW)

Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

Studies children's justification of message choices as characteristics of their reasoning processes. Indicates that interpersonal reasoning increases in sophistication and complexity over the age groups studied and that females reason at a higher level than males. Situational influences on level of interpersonal reasoning were also found. (JMF)

Results of an investigation of the permanency of gains in problem solving, listening, and abstract thinking among fifth graders are reported. Findings indicate that the experimental group with listening training shows greatest gains. (MH)