Abstract:
An increasing body of research suggests that schooling is not particularly effective. Despite this, there has been little change in educational practice. The direct teaching of thinking offers a promising addition to current mainstream practice. This paper reports on a series of studies investigating the direct teaching of thinking. Such research raises a number of serious measurement issues which will be outlined and discussed. Application of this research in business and industrial settings is a recent development. Techniques for exploring and improving professional thinking will be presented.