Abstract
How should we organize subject matter to be learned? Does learning proceed from the particular to the general or from the general to the particular? In what ways should the organization of a curriculum depend on the conceptual properties of the subject matter to be taught? How can we best describe educational objectives? What sorts of learning outcomes should we expect from teaching students the structure of knowledge? What kinds of concepts do we need to describe cognitive structure? What kinds of concepts do we need to describe cognitive process? What is thinking? What is good thinking? What kinds of concepts do we need to describe thinking? How can we teach someone to think, and how can we tell when he can think?
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
