This article defines postformal thinking and relates postformal cognition to problem solving and decision making in social studies instruction. Dialectical components of decision making are provided to help teachers recognize and focus on specific cognitive processes during decision-making activities. Theory and research in cognitive development are utilized to promote decision making as a vital element of social studies instruction. A decision-making activity that incorporates case studies of a 16-year-old Palestinian boy and a 17-year-old Israeli boy is provided to illustrate how postformal thinking can be promoted in secondary social studies instruction.
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