Author related what she specifically learned during the past thirty years that is relevant to the struggles we are going through concerning our schools. (Author/RK)

Preliminary report of this research read at the Midwestern Psychological Association Convention, May 6, 1966.

Although critical thinking is a pervasive educational objective, it remains inconsistently and imperfectly defined. The present paper attempts to sort out direct attempts at defining critical thinking. Such definitions are classified as representing one of three differing points of view: critical thinking as evaluation, critical thinking as…

An observer of American schooling reviews the books of the radical school reform movement and explains why their ideas have petered out. (Editor)

A study of logic enables students to see what constitutes valid arguments and legitimate fallacies and enables them to apply this to situations in their lives so they can make sound decisions. (JD)

The present president of the NAEA and 13 past presidents examine the development of the NAEA, what it has contributed to art education and what it has meant to each president. (RK)

The understanding of teachers as examples is missing from most attempts to evaluate effective teaching, yet teachers value this intangible aspect above all else. Those who are good examples are still learning how to teach, deal with people one at a time, and see value in the work of everyone. (CJH)

Evaluates the Rust Conference held in 1985 in Vienna, Austria. Explains that the workshop topic, "Central American Challenge," was used as an experimental application of the person-centered approach to conflict resolution in an international context. Concludes by admitting limitations and expresses optimism that this approach can be used…

Discusses the dynamics of emotional inclusiveness and applies it to the realm of citizen diplomacy in international relations. Argues that one must be able to emotionally encompass the system that one aspires to influence in order to transcend the inner polarities that perpetuate and reify splits in relationships. (BR)

If schools are to succeed in teaching critical thinking, educators must have a clear idea of what it is. Critical thinking is skillful, responsible thinking that relies upon criteria, is self-correcting, and is sensitive to context. (TE)

Used single-subject analyses to examine the developmental difficulty of the ulterior motive question (the backward inverse inference) in five- and seven-year-olds. Results suggest that children's difficulties with ulterior motive information result both from the abstract nature and the logical form of the task. (Author/SKC)

Understanding how others perceive our words and make sense of them is the mark of an expert communicator. Psychological type theory provides a lens through which administrators can see things from another's viewpoint and choose their words accordingly. Includes four references. (MLH)

Genuine Socratic questioning challenges students to think critically about their behavior and beliefs. This article presents a two-step teaching process that involves a prereading exercise using students' life experiences and a method allowing the textbook to function Socratically. Examples are given from the text of "Crito." Includes…

Although it is often useful to accept students' value statements nonjudgmentally, values clarification theory recommends that teachers go beyond moral leadership and help students learn to think through their personal values and understand what it takes to live a value-directed life. Methods to promote and clarify our "heritage of moral values"…

Reviews questions that arise when considering critical thinking in the process of education. Key issues discussed include the definition of critical thought and effective ways to facilitate critical thinking skills. Concludes with an analysis of how children use thinking skills and the factors teachers need to consider when designing…