The authors propose that television, while entertaining children, also socializes them. To support this conclusion they review the literature regarding effects of television content on aggressive and prosocial behavior and social attitudes. The structure of the television industry is examined and economic factors are found to outweigh concern for the public in the choice of programming. To increase the beneficial role of television, the authors argue there must be greater diversity of broadcast content and more parental direction of children's exposure to it.

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After briefly discussing key aspects of formal operational thinking and the three kinds of knowledge (social arbitrary, physical, logico-mathematical) that Piaget has identified, this paper offers eight principles for secondary educators. They suggest how teachers may select content, attend to students' social and emotional needs, stimulate thinking, coordinate instruction with development, and conduct evaluations of students' performances. This approach is contrasted with traditional approaches.