ABSTRACT
The chapters in this volume comprise one of the first formal attempts to grapple with the issues of intentional learning and apply this perspective to our understanding of conceptual change. Needless to say, there is a great deal of theoretical and empirical work that remains to be done in order to make the general idea of intentional conceptual change a viable and useful one for our psychological models and educational practice. However, the chapters in this volume do mark the beginning of a program of research on intentional conceptual change, and we hope that this volume spurs on others to continue and extend this line of research.
