Introduction

In some circles, encouraging critical thinking has for years been synonymous with good teaching. On the whole, it is associated with education at university level and sometimes with secondary pupils pursuing academic subjects at advanced level. Over the past twentyfive years, the idea of teaching thinking seems to have gained momentum and there are many programmes and approaches that aim to identify, practise and improve key thinking skills. University centres of research and publications in the teaching of thinking abound. Having been the province of a comparatively small number of keen and interested researchers and educators, thinking skills are now beginning to make an appearance in official curricula of schools in countries all over the world, for pupils of all ages.