ABSTRACT
In many ways the idea of teaching thinking through a separate program comes naturally to any educator. After all, what more powerful vehicle exists for a sustained and systematic learning experience than a special course or a self-contained and well-designed educational program? We teach distinct subjects, such as biology, this way, as we do more specialized subjects, such as American history. Similarly, we undertake skill-oriented instruction in important areas like reading, mathematics, and writing, using the separate course or program as a vehicle. Surely, thinking is an important basic skill area for which the separate program, using its own textual material and constructed of one or more special modules or courses, also seems especially suited.
