Abstract

This chapter addresses the kind of thinking that is currently being fore grounded in education, the rationalistic conception. It also examines some of the recent ways in which thinking education has been approached in the British curriculum. To be more specific, one might say that the predominant view of thinking has arisen as a result of the foregrounding of a particular type of thinking, which has in turn been made possible on the basis of a certain representation of both thinking and the thinking subject. The chapter provides some indicative examples from three of the main sources contributing to the theory of thinking education which includes the philosophical literature on critical thinking, thinking skills, and philosophy for children. One of the major areas of theoretical work on thinking education has come from the critical thinking movement.