Abstract
Middle school educators encounter youngsters at a critical point in their cognitive development. The period from age 11-13 is maturational time when youngsters reach the stage of formal operations, giv ing them the opportunity to move from childlike to adultlike thought.1 As never before, youngsters have the capacity to think abstractly, use logic, construct values, morals, and beliefs, take an objective view of themselves and the world, and use their thinking to prevent and resolve emotional problems. They have the capacity to do all these things, but will they? Will they actualize their cognitive capacity and make the transition form childlike to higher-order ideation?
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