Given that a devolved curriculum empowers a teacher to educate for change, and indeed encourages cross curricular critical and creative thinking, this article offers a broad review of three current strategies for helping anyone to think critically and creatively instruction in formal logic, training in focusing attention, and creating a community of inquiry. It concludes that the latter is the preferred mode of teaching thinking for understanding and responsibility, both in schools and in pre service teacher education, because it captures the best balance between student engagement, the presentation of external social standards and the need for ongoing reflection on both of these and because it provides an inclusive model of inquiry which is neither closed nor relativistic.
Haynes, F. (1997). Teaching to think. Australian Journal of Teacher Education, 22(1). https://doi.org/10.14221/ajte.1997v22n1.1