The book illustrates the power of this theory by suggesting two experiential avenues for preservice and inservice teachers. In the first, readers have in-depth conversations with children and analyze transcripts of the conversations in order to better understand the children's individual thought processes.

"Welfare politics" have now been part of American life for four centuries. Beyond a persistent general idea that Americans have a collective obligation to provide for the poorest among us, there has been little common ground on which to forge political and philosophical consensus. Are poor people poor because of their own shortcomings and moral failings, or because of systemic societal and econonomic obstacles? That is, does poverty have individual or structural causes? This book demonstrates why neither of these two polemical stances has been able to prevail permanently over the other and explores the public policy--and real-life--consequences of the stalemate.

Human language is a phenomenon of immense richness: It provides finely nuanced means of expression that underlie the formation of culture and society; it is subject to subtle, unexpected constraints like syntactic islands and cross-over phenomena; different mutually-unintelligeable individual languages are numerous; and the descriptions of individual languages occupy thousands of pages. Recent work in linguistics, however, has tried to argue that despite all appearances to the contrary, the human biological capacity for language may be reducible to a small inventory of core cognitive competencies.