ABSTRACT
This chapter reviews theoretical and practical issues associated with the development and application of Somerset Thinking Skills Couse (STSC) and considers the significance of the programme for schools. The idea of teaching thinking skills dates back to the time of Socrates and Plato and has been championed by philosophers and educationalists throughout the centuries. Another common debate has centred on what should be taught and in particular, the wider benefits of teaching certain subjects. Certainly from the teachers' point of view, involvement with Instrumental Enrichment and the underlying theoretical ideas generated much careful thought and analysis about the nature of teaching and the process of learning. Many of the factors that influenced STSC design have already been alluded to, including: lessons learned from practical experience with Instrumental Enrichment; implications of theory and research related to teaching for transfer and various curriculum trends emphasizing interactive teaching approaches, problem solving, small group work and oracy.
