In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about "deficits" in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism…

Neuro-education, a new frontier for educational researchers, has its passionate advocates and equally passionate detractors. Some philosophers, including Noel Purdy and Hugh Morrison, Andrew Davis, and Ralph Schumacher, have argued that the entire enterprise is misguided. I evaluate and challenge their arguments. This permits me to articulate my…

There is a case to be made for the integration of the Project Based Service Learning (PBSL) process and the design and construction of educational facilities. A growing body of research supports the notion that the formulaic educational system of the last hundred years may no longer serve the learning styles of new and future generations. Their…

The instructional model for intervention research in learning disabilities includes three foci: (1) knowledge inculcation (including declarative, procedural, and metacognitive knowledge); (2) students' cognitive processing of their training activities; and (3) students' motivation to learn. Advantages of the model include ease of linking with any…

This paper examines parallels between aspects of conductive education for brain-damaged children and R. Feuerstein's theory of mediated learning. Two key aspects of Feuerstein's theory are examined and applied to conductive education: structural cognitive modifiability and the mediation process between culture and child. Mediation processes,…

Responds to the article "Why People in the Past Acted as They Did: An Exploratory Study in Historical Empathy" focusing on three particular issues: (1) the relationship between empathy and history; (2) the extent to which reflexivity unites with empathy; and (3) the question of how empathy operates practically in the history classroom. (CMK)

This article introduces a series of papers on cognitive process-based instruction for students with learning disabilities. Cognitive process-based instruction is defined and differentiated from the process training advocated by S. Kirk in the 1970s. The method's basis of sound theory and academic tasks is stressed. (DB)

This paper argues for the role of an applied cognitive science perspective in education. It discusses the relevance and inadequacy of the brains metaphor and the computing metaphor, the parallel distributed processing nature of learning, and the importance of situational variables. Contributions of applied cognitive science to mathematics,…

The article points out that the label "cognitive" has been used to designate five substantially different approaches to learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. Despite the similar label, the instructional interventions of these approaches…

This article addresses the close relationship between reasoning skills and literacy, especially in the context of the education of students with deafness. The importance of providing deaf learners with cognitive strategy instruction applied to various aspects of literacy is stressed. (DB)

The time has come to seriously consider thinking as a major goal for teaching and learning at all levels of education. This calls for educational restructuring in which higher order cognitive processes are defined, and a better understanding for how to develop them in all youngsters and adults is built. Youngsters need to become constructors of…

This article considers mathematics instruction for children from culturally and linguistically diverse backgrounds who have learning disabilities. Linguistic, cultural, and cognitive influences on students' abilities to learn mathematics are discussed. Potential learning problems and ways to address these problems are identified. (DB)