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The article discusses the instruction of critical thinking in literacy education, focusing on the ways in which readers engage with, and respond to, texts' assumptions and stereotypes. The authors discuss a study which experimented with different interpretive reading stances and the ways in which they impacted the critical reading abilities of U.S. eighth grade students. Topics include an inquiry educational program that fostered collaborative problem solving and critical perspectives, and the use of the books "The House That Crack Built," by C. Taylor, and "Nettie's Trip South," by A. Turner, in the curriculum.

This chapter attempts to reconstruct the cognitive correlates historical progress, using as examples the emergence of invariant numbers in Mesopotamia, the growth of logic and perspectivism in the early Middle Ages, and the rise of public education in the nineteenth century. [ABSTRACT FROM AUTHOR]