Foreword
WHO wOULD NOT WANT WHAT IS TAUGHT IN SCHOOL TO INCLUDE AN EMPHASIS ON
student thinking? Yet we know that the activities and interaction patterns in many
classrooms do not contribute to growth in thinking. Numerous attempts have
been made to change the situation， with varying degrees of success and frustra-
tion. The authors of this book offer a fresh approach.
Bemuse of the bewildering array of strategies offered by various advocates，
many educators are confused about just what it means to \"teach thinking\" and
how， other than buying a packaged program， schools can provide for it. As a
partial answer， the authors of Dimensions of Thinking have developed a frame-
work intended to be the basis for curriculum and staff development programs.
They have organized and clarified research and theory from several sources，
induding philosophy and cognitive psycholog34， in a form intended to be useful
to practitioners.
As you read ~ of Tt~ nking， you may be challenged to rethink
conventional views on such matters as student motivation and reward systems
and the relationship between thinking skills and content knowledge. You will
doubtless begin to wonder about the possible impact of teaching thinking on the
perennial problems of student failure， disillusionment， and unmet potential. And
you will probably be excited by the possibility of gains in student achievement
that we usually only dream about.
Because this publication challenges traditional notions about purposes and
methods of instruction， it has implications for preservice and inservice teacher
education and for refocusing the efforts of supervisors， principals， superinten-
dents， and boards of education. A powerful yet flexible model， Dimens/ons of
Thinking promises to influence education far into the future.
MARCIA KNOtt
ASCD Pmg.dz， m， 1987-88
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