ABSTRACT
Not all of the approaches that teachers use in teaching thinking aim at teaching the same sort of thinking, and not all attempt to teach what they do in the same way. How can we make sense of these differences in ways that will help us make wise choices about which approaches we may want to use? In this chapter and the two following, we take a careful and systematic look at the features of approaches to teaching thinking that practitioners must reflect upon to make key choices about what approach best suits their purposes. We intend to develop and provide a framework with which to compare and contrast different approaches to teaching thinking so that practitioners can have a clear sense about what they do and do not do—what their scope and limits are. Where the scope of common approaches is overly narrow, we will suggest some remedies that can overcome these limitations.
