Introduction

This introductory chapter explains why we need to engage with the theory of teaching thinking and justifies the transdisciplinary approach taken by this book to understanding the theory of teaching thinking. The argument is made that the direction of research on the theory of teaching thinking is continuing to move away from the Cartesian assumption of the separation of mind and body that used to characterise this field. Many of the chapters in this book explore different aspects of the embodiment of reason, its connection with contexts, with emotion, dialogues and history. The structure and main arguments of the chapters in this book are outlined.