ABSTRACT
This chapter describes the development of teaching thinking and its uptake in schools over the last sixty years. The influence of key individuals, research and projects, as well as developments in other fields such as neuroscience, can all be identified. From a theoretical view, there are three broad strands drawing respectively on psychology, philosophy and our understanding of the physiology of the brain. The recent history of teaching thinking in education reflects these perspectives; however the underpinning values about thinking and learning indicate that teaching thinking is likely to remain of enduring educational interest. A key issue is the relationship between capabilities and content in the curriculum: to what extent should we balance the development of skills and knowledge in teaching and learning?
