We enter the 21st century contending with the end of the Cold War's legacy of political uncertainty, expecting youth to play a significant part in the search for new principles that will bring about stability in the world political order. In forging the future, youth will have to collaborate with adults, but on terms more fitting of the historical circumstances that lie ahead than those of the past. This was the framework adopted by a group of social scientists who held several discussions to reflect on the issues and opportunities that bear on youth's civic engagement and development in the century that has just opened. The present article describes the results of those conRequests for reprints should be sent to James Youniss, Catholic

Science has an important role to play in advising policymakers on crafting effective responses to social problems that affect the development of children. This article describes lessons learned from a multiyear, working collaboration among neuroscientists, developmental psychologists, pediatricians, economists, and communications researchers who are engaged in the iterative construction of a core story of development, using simplifying models (i.e., metaphors) such as "brain architecture,""toxic stress," and "serve and return" to explain complex scientific concepts to nonscientists. The aim of this article is to stimulate more systematic, empirical approaches to the task of knowledge transfer and to underscore the need to view the translation of science into policy and practice as an important academic endeavor in its own right.

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