How children are guided in the development of their thinking is now crucial in the twenty-first century. Over the past decades special thinking skills programmes have been developed to enhance thinking but these programmes have so far been unable to produce clear evidence to support their effectiveness. This article argues that due to the complex nature of thinking some fundamental changes in education must be tackled if all children are to be encouraged to develop and enhance their own particular ways of thinking.
Author and article information
Journal ID (aggregator): 10430
London Review of Education
Publication date Created: 01
Serial Item and Contribution ID:
Other ID: /ioep/clre/2006/00000004/00000003/art00005