Describes how "critical incidents" that occur in the classroom can help teachers address their preconceived notions about learning and teaching, about knowledge, and about what counts as legitimate reading and writing. (HTH)

Describes one child's experiences with learning to compose at the computer to illustrate how children have no preconceived expectations and are content to learn the computer's functions as the need arises. Advocates a classroom environment in which children are free to explore the computer's potential at their own pace. (HTH)

Examines how changes in the view of the universe led to whole-language learning, a collaborative process which considers the social contexts of language. Suggests that whole language is not a teaching method but a belief and discusses how to transform teaching into a learning experience. (SM)