Our argument concerning the debate around the process of "conceptual change" is that it is both an evolutionary learning process and a revolutionary paradigm change. To gain a deeper understanding of the process, the article focuses on the discourse of educational facilitators participating in a community of learners. Applying the methodology of…

The article shows how different cultural groups have different cognitive systems, and states that Western civilization must make reforms in its cognitive system if it is to survive. (RC)

Author brought out some of the more important ambiguities in the word "consider" and related them to teaching and learning. He did so with the intention of assessing the views of those who urge the schools to consider issues they have often avoided. (Author/RK)

In this paper the author has maintained that there is a similarity of thought to be found in the writings of Cudworth, Emerson, and Husserl in his investigation of an absolute system of morality. (Author/RK)

The intent of this paper is to sketch a conception of problem-finding and delineate the role of problem-finding in the solution of problems. (Author)

Critically analyzes a definition of creativity and concludes that the concept of creativity is illusive and undefinable. (JR)

Reports two experiments: 1) to determine whether children perform as adults in the simple and successive-reversal concept identification problems and to assess their retention of stimulus-response information; and 2) to determine the associative strength of the pain of response words. (Author/AJ)

Reports on an experiment which involved 42 7 1/2-10 1/2-month-old infants playing a two-position hidden-object game. Results were interpreted to support and extend previous explanations of Stage IV of object-concept development. This report is a revised version of a paper presented at the biennial meeting of the Society for Research in Child…

In order to build programs in aesthetic education that are both scholarly and democratic, it is necessary for educators to learn to think in modes other than their own. (CK)

In order to bridge the gap between knowing something and applying it, students must truly understand the concept. Elements of understanding include attention, consideration of meanings, and conceptualization. (CL)

Presents a case for the approach to thinking which takes logicality for granted and studies understanding. Argues that description of the qualitatively different ways in which people experience and understand various aspects of reality make up an autonomous field of inquiry, called phenomenography. (NEC)

Discusses the place of infinity in the history and epistemology of mathematics. (Author/MM)

Tests and confirms two hypotheses about the representation of knowledge in memory: that a person's mental representation of a newly learned body of knowledge has two parts (the information presented, and a product of the person's thinking about it); and that a body of knowledge learned from experience is organized into distinct…

Introduces this special issue of the journal, which focuses on vantage theory. Articles in this issue demonstrate applications of vantage theory across diverse realms of cognition. (Author/VWL)