Introduction

Abstract

The editors believe that this issue, Language and Learning, may serve as prelude to a re-examination of what should constitute formal verbal learning from kindergarten through college. For some disciplines, such as literary criticism and philosophy, language, when defined as a system of verbal structures,has long served as an object of inquiry. But for others, like the biological and physical sciences, relatively recent work has created new vantages from which traditional insights about language can be viewed.