Describes journal writing as a teaching tool used to facilitate the development of students' cognitive skills and foster intellectual growth. Includes sample syllabus instructions. (JOW)

Offers a small compendium of examples of the diversity and richness of adolescent life as portrayed through personal Web pages. (RS)

Explains the role of symbols in attaining total psychic growth by applying concepts of C. Jung, R. Assagiolo, and L. Kubie. Describes a new strategy, the symbolic identity technique, which involves environmental exploration in a relaxed, receptive manner in order to discover something in the outer environment that reflects one's inner nature.…

Compares sample of male adolescents (n=36) in relation to their personal development, family characteristics, and types of offense they committed, including those (n=16) with a history of sexual abuse who had offended against children. The most important difference between the two groups was the more frequent absence of the parents of adolescents…

Examines retrospective accounts of gay identity formation during adolescence with working-class gay men (N=20). Themes salient to understanding their experiences are identified. Illustrates how socio-cultural context of compulsory heterosexuality is central in understanding accounts of both reported minority stress and identity construction.…

Learning throughout working life results from everyday thinking and acting, shaped by work practices. The quality of learning depends on the kinds of activities and interdependencies available. Individuals' ability to maintain vocational practice is shaped by their opportunities for engagement and interaction. (Contains 64 references.) (SK)

The Inquiry, a group of U.S. adult educators and social scientists in the 1920s-1930s, applied Dewey's thinking to adult education in groups and espoused the link between individual and social development. Many of its concerns remain relevant today, and they provide an example for adult educators dealing with another era of rapid social change.…

Despite the tremendous changes wrought by technology, folktales contain certain truths about life, human nature, and what's needed to maintain a viable, socially sane society. Folktales are invaluable for stressing heroic actions, personal and social growth, and progress toward meaningful goals. (MLH)

Explains the place of learning in human development from the perspective developmental contextualism, where development involves changing relations between the developing person and his or her changing context. Demonstrates that learning is no more nor less important than other focal functions at a given level; any impact is through being part of…

Notes contemporary models of human development have expanded to address a wider set of issues underlying personal change. Discusses the social cognitive model of self-regulatory development. Emphasizes the crucial development of self-regulatory competence: the point at which the processes of development become fully and reciprocally interactive…

Compares differences in Noam's (PS 524 984) and Cicchetti's (PS 524 985) viewpoints to their shared idea that our understanding of human development has much to gain from the emerging field of psychopathology. Describes Noam's approach as intended to blur the boundaries between optimal and pathological development, and Cicchetti's approach as more…

Discusses the two major theoretical traditions from which the ideas discussed in the Noam (PS 524 984) and the Cicchetti (PS 524 985) articles in this issue are drawn. Describes their divergences from traditional Piagetian and attachment theorists, and the approaches each has taken to common themes in their work. Concludes by setting out…

Explores differences in Diderot's and Rousseau's pedagogical ideas: the former emphasizing technology as a systematic body of knowledge and the latter focusing on human development and the relationship of knowledge to context. Examines their influence on mechanical arts, systems, and technology education today. (SK)

Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…

Comments on Raftopoulos article (PS 528 649) on facilitative effect of cognitive limitation in development and connectionist models. Argues that the use of neural networks within an "Artificial Life" perspective can more effectively contribute to the study of the role of cognitive limitations in development and their genetic basis than…