This paper discusses a number of educational concerns suggested by the computational metaphor which proposes the comparison of processes of mind to realizable or imaginable computer activities. Among the concerns discussed are those which include procedural modes of knowledge representation and control knowledge--knowing what to do. Also included…

The role of the teacher who seeks to develop individuals who can solve problems, face issues, make decisions, and cope with pressures has at least three facets. The teacher becomes a questioner rather than a teller, encouraging rather than stopping the thinking process; a stage-setter making judgments about the types and varieties of experiences…

This book describes the Behavioral Outcomes Approach that focuses on the development of the thinking processes and is characterized by (a) the establishment of responsive conditions in which children become autonomous learners, (b) the use of structured questions to promote the pupil's use of a variety of thinking processes, and (c) the initial…

A speculative outline of a psychology of instruction as a science of design is presented. (DEP)

The author briefly demonstrates how poetry and other literary genres may be used to introduce students to logical discourse and reasoning methods, including how to construct syllogisms and the difference between inductive and deductive reasoning. (JL)

The open-approach teaching method, a problem-solving method, is described, with examples of situations and problems that are suitable for this approach. The teaching-learning process and educational implications are discussed. (MNS)

The CoRT (Cognitive Research Trust) is a five-step program in direct instruction of thinking skills which increase the number and diversity of ideas as well as help the individual establish goals, set priorities, improve interactions with others, and incorporate feeling into thinking. (DB)

Sifts through confusing intelligence theories, arguing that intelligence is a combination of influences involving power, tactics, and content. Good thinking is an unnatural act demanding evenhanded reasoning, problem finding (versus solving), and knowledge as invention. Discusses thinking frames guiding thought processes and the implications for…

This interview with David Perkins, codirector of Harvard's Project Zero and author of "The Mind's Best Work," focuses on the links between creative and critical thinking styles. Exercises in Venezuela's Project Intelligence are also discussed, along with possible curricular approaches to teaching skills. (11 references) (MLH)

Ten fourth and fifth grade teachers, after two training workshops, led discussions of critical thinking with groups of six children from their own classes. Audiotape analysis revealed differences in teacher and pupil participation before and after the training. Results and implications for teaching thinking skills are presented. (Author/MT)

Describes writing assignments that help students make the transition from concrete to formal operations. The assignments confront the writers with an idea or piece of experience, ask them to respond to it and how they arrived at this response, and what other responses could be made by them or by someone else. (HTH)

Describes a "composing process paper" assignment designed to make students aware of their own writing processes and to teach important problem-solving skills. Provides a series of protocol questions students can discuss before writing descriptions of their individual writing processes. (HTH)

Proposes six principles to follow when teaching students to think. Aimed at teaching thinking as an indivisible process rather than as a set of discrete skills, the principles involve active learning, the articulation of thinking, intuitive understanding, structuring courses developmentally, motivating learning, and establishing a positive…

Discusses the process of evoking images in the minds of students as a teaching method. Reviews ways to facilitate imaging and offers a number of classroom applications for it. (FL)

The structure of conceptual interrelationships in a group of college students was assessed and intervention techniques to alter the conceptual structure were designed and implemented. A technique reducing the number of concepts identified for alteration and requiring students to compare concepts produced a substantial shift in students' concept…