Abstract
The teaching of certain subjects in the sociology curriculum requires the transmission of information on components and processes. This so-called 'factual information, such as the majorparts andprocedures of the criminaljustice system, is often indispensable to the ultimate achievement of higher-order cognitive goals. Yet the teaching of this material sometimes creates a passive, heuristic environment in which professors assume the role of data emitters while students become data receptors. Students too often memorize components and processes uncritically and fail to gain an understanding of either the problems to which such components are solutions or the assumptions which make such components possible. In this paper the use of cross-cultural comparative material is described as an approach to stimulating the critical energy of students, and subverting the tendency toward uncritical acceptance offactual nuts and bolts.
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