I think of this sermon when I survey this issue. We learn a great deal when we try to see things from the other person's point of view. We see that we have made their errors and that they have insights we had not imagined. We see the likeness to ourselves and know that we can connect because, in fact, we are already connected. This is the hopeful view, of course, but it is what I see between the lines of this issue. I see it in Linda Nilson's fresh review of the pitfalls in critical thinking. They are not just deficiencies of the thinking mind, but of the feeling mind as well. Likewise, Patricia Cranton's suggestion that critical thinking works differently within less logical mind-sets less opens—to receptive teachers—the power of new tolerance and broader horizons.

If students resist our teaching, as we recall in revisiting Stephen Brookfield's thoughts on the subject in The Skillful Teacher, we also resist meeting students on their own terms. John Downey's report on his own practice suggests that even when we seem to loosen our grip in the classroom, our expert's experience can help us lead students into their own learning.

Lion Gardiner's ERIC Tracks column reports on 30 years of research showing where we really stand with regard to what we think we're doing and how we might begin to live up to our own aspirations. Lion's column is sober reading, but if you know him, you know that Lion is optimistic, believing that accumulated research makes the pathways of reform clear to the courageous and creative.

And finally, on a more homely note, I review two excellent videos on teaching large classes. When you look at these videos, you remember how very different communities can be even though they are in the same business and share many of the same ideas. Bloomington, Indiana and Provo, Utah both emerge as caring places to study, but we learn quite different lessons from the contrasts between the way they understand a common challenge.

The new look of this issue of The National Teaching and Learning Forum marks a rededication to expanded service for subscribers. We think putting the table of contents on the front page will help you survey new issues and locate material of particular interest more easily. But the new look is only the beginning. Subscribers will find expanded resources connected to three of the articles in this issue on the Forum's Web site. Handouts from Linda Nilson, a copy of Patricia Cranton's learning profile inventory, and a variety of quick assessment tools from Lion Gardiner based on his exhaustive literature review. In time we hope to make the Forum's Web site into one of the most valuable resources on college teaching and learning on the Internet. Subscribers will always find added benefits, expansions of the newsletter for those who want and need them. I urge you to visit the site and send me your thoughts on what you'd like to find there. Enjoy your visit, post a message to the discussion forum, and remember, you don't always have to say thank you.
— James Rhem