Abstract

There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that affirms the sanctity of content are sketched.