<div>&nbsp;&nbsp; Nothing worse could happen to one than to be corn</div>

<p><br />

</p>

<div>pletely understood.</div>

<p><br />

</p>

<div>--Carl Jung</div>

<p><br />

</p>

<div>&nbsp; for human movement to be per-</div>

<p><br />

</p>

<div>， style， and grace. It takes years of</div>

<p><br />

</p>

<div>on， and coaching to become a</div>

<p><br />

</p>

<div>&nbsp;skilled gymnast or ice skater， for instance. Improvement is</div>

<p><br />

</p>

<div>&nbsp;demonstrated by the increasing mastery of complex and in-</div>

<p><br />

</p>

<div>&nbsp;tricate maneuvers performed repeatedly on command with</div>

<p><br />

</p>

<div>&nbsp;sustained and seemingly effortless grace. The distinction</div>

<p><br />

</p>

<div>&nbsp;between awkwardness and agility is obvious to even the</div>

<p><br />

</p>

<div>&nbsp;most undisciplined observer.</div>

<p><br />

</p>

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Like strenuous movement， thinking is hard work. Sim-</div>

<p><br />

</p>

<div>&nbsp;ilarly， we can assume that with proper instruction， human</div>

<p><br />

</p>

<div>thought processes can become more broadly applied， more</div>

<p><br />

</p>

<div>spontaneously generated， more precisely focused， more in-</div>

<p><br />

</p>

<div>tricately complex， more metaphorically abstract， and more</div>

<p><br />

</p>

<div>&nbsp;insightfully divergent. Such refinement also requires prac-</div>

<p><br />

</p>

<div>tice， concentration， and coaching. Unlike athletics， however，</div>

<p><br />

</p>

<div>thinking is most often idiosyncratic and covert. Definitions</div>

<p><br />

</p>

<div>of thought processes， strategies for their development， and</div>

<p><br />

</p>

<div>assessment of the stamina required for their increased</div>

<p><br />

</p>

<div>mastery are therefore illusive. Awkwardness and agility</div>

<p><br />

</p>

<div>are not as easily distinguished in thinking as they are in</div>

<p><br />

</p>

<div>athletics.</div>

<p><br />

</p>

<div>&nbsp;&nbsp;&nbsp;&nbsp; Today there is a growing realization worldwide， by ed-</div>

<p><br />

</p>

<div>ucators as well as the general public， that the level of a</div>

<p><br />

</p>

<div>country's development depends on the level of intellectual</div>

<p><br />

</p>

<div>development of its people. Indeed， Luis Alberto Machado</div>

<p><br />

</p>

<div>(1980)， the former Venezuelan Minister of Intellectual De-</div>

<p><br />

</p>

<div>velopment， reminds us that all</div>

<p><br />

</p>

<div>right to the full development</div>

<p><br />

</p>

<div>human beings have a basic</div>

<p><br />

</p>

<div>of their intellect. Further-</div>

<p><br />

</p>

<div>&nbsp;more， recent research in education， psychology， and neu-</div>

<p><br />

</p>

<div>&nbsp;robiology supports the belief of many educators that the in-</div>

<p><br />

</p>

<div>&nbsp;creasing interest in teaching thinking is not just a backlash</div>

<p><br />

</p>

<div>&nbsp;from the &quot;back to basics&quot; movement. Rather， it is an integral</div>

<p><br />

</p>

<div>&nbsp;component of instruction in every school subject， and</div>

<p><br />

</p>

<div>&nbsp;achievement depends largely on the inclusion of those</div>

<p><br />

</p>

<div>mental processes prerequisite to mastery of that subject.</div>

<p><br />

</p>

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Just as the &quot;Age of Aquarius&quot; left its mark on education</div>

<p><br />

</p>

<div>in the 1970s by vindicating affect as an essential considera-</div>

<p><br />

</p>

<div>tion of learning， the greatest contribution of today's &quot;Infor-</div>

<p><br />

</p>

<div>mation Age&quot; may well be the inclusion of intellectualpro-</div>

<p><br />

</p>

<div>cesses as essential to all learning.</div>

<p><br />

</p>

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This resource book is dedicated to educators who be-</div>

<p><br />

</p>

<div>lieve that teaching is one of the most powerful mechanisms</div>

<p><br />

</p>

<div>for developing intellectual prowess; that meaningful inter-</div>

<p><br />

</p>

<div>action with adults， peers， and the environment is essential</div>

<p><br />

</p>

<div>in mediating the learner's intellectual development; that</div>

<p><br />

</p>

<div>learning is a continual transformation of inner perceptions，</div>

<p><br />

</p>

<div>knowledge， and experiences; and that all human beings</div>

<p><br />

</p>

<div>have the potential to continually develop their intellectual</div>

<p><br />

</p>

<div>powers throughout their lives. It is intended to help educa-</div>

<p><br />

</p>

<div>tional leaders--teachers， administrators， curriculum work-</div>

<p><br />

</p>

<div>ers， staff developers， and teacher educators--infuse curric-</div>

<p><br />

</p>

<div>ulum， instruction， and school organization with practices</div>

<p><br />

</p>

<div>that more fully develop children's intellectual potentials.</div>

<p><br />

</p>

<div>&nbsp;&nbsp;&nbsp;&nbsp; Because the research in and development of cognitive</div>

<p><br />

</p>

<div>education programs are progressing rapidly， this book is</div>

<p><br />

</p>

<div>not intended to be complete. Rather， it is intended to serve</div>

<p><br />

</p>

<div>as a practical resource to help initiate change， to validate</div>

<p><br />

</p>

<div>the enhancement of intelligent behavior as a legitimate goal</div>

<p><br />

</p>

<div>of education， to invite critical assessment of existing school</div>

<p><br />

</p>

<div>practices for their contributions to children's intellectual<br />

<br />

<div>growth， and to foster the expansion of thinking throughout</div>

<br />

<br />

<div>the curriculum.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Practical Applications of this Book</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Classification involves the separation of data and infor-</div>

<br />

<br />

<div>&nbsp;&nbsp; mation into groups by commonalities and differences. The</div>

<br />

<br />

<div>&nbsp;&nbsp; labels given to these groups should describe， as precisely</div>

<br />

<br />

<div>&nbsp;&nbsp; as possible， their essential elements and attributes. Catego-</div>

<br />

<br />

<div>&nbsp;&nbsp; rization， in contrast， involves a system of groupings; attri-</div>

<br />

<br />

<div>&nbsp;&nbsp; butes of objects， events， and conditions are examined to de-</div>

<br />

<br />

<div>&nbsp;&nbsp; termine which predetermined group they should be</div>

<br />

<br />

<div>&nbsp;&nbsp; assigned to.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The categories chosen for this book were developed</div>

<br />

<br />

<div>&nbsp;&nbsp; by classifying numerous concerns; expressions of interest;</div>

<br />

<br />

<div>&nbsp;&nbsp; identified needs; and questions posed by teachers， curric-</div>

<br />

<br />

<div>&nbsp;&nbsp; ulum workers; administrators， staff developers， psycholo-</div>

<br />

<br />

<div>&nbsp; gists， and teacher educators. Thus， we hope this resource</div>

<br />

<br />

<div>&nbsp; book will give you practical assistance in initiating， improv-</div>

<br />

<br />

<div>&nbsp; ing， and evaluating your curriculum and instructional ef-</div>

<br />

<br />

<div>&nbsp; forts to infuse thinking into your educational programs.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Developing Minds.. A Resource Book for Teaching</div>

<br />

<br />

<div>&nbsp; Thinking provides an organized space for information</div>

<br />

<br />

<div>&nbsp; about curriculums intended to develop students' thinking</div>

<br />

<br />

<div>&nbsp; abilities， instructional strategies， and behaviors that en-</div>

<br />

<br />

<div>&nbsp; hance their thinking. It offers the beginning of a categori-</div>

<br />

<br />

<div>&nbsp;zation system into which additional helpful resources may</div>

<br />

<br />

<div>&nbsp;be placed.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; You may wish to create new classifications. You should</div>

<br />

<br />

<div>&nbsp;also be alert to materials and resources that will help you</div>

<br />

<br />

<div>&nbsp;develop instructional programs for thinking and， after ex-</div>

<br />

<br />

<div>&nbsp;amining their attributes， fit them into one of the categories</div>

<br />

<br />

<div>&nbsp;provided.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; We don't recommend reading this book from cover to</div>

<br />

<br />

<div>&nbsp;covet Regardless of your school or district situation， or tim</div>

<br />

<br />

<div>progress you may have already made in installing thinking</div>

<br />

<br />

<div>skills instruction in your curriculum， this book will provide</div>

<br />

<br />

<div>ideas， examples， definitions， and programs to give you a</div>

<br />

<br />

<div>boost when you appropriately need one.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp; While we have also included resources on a national</div>

<br />

<br />

<div>level， you may wish to conduct a similar search of your own</div>

<br />

<br />

<div>local resources. Talented people， innovative programs， and</div>

<br />

<br />

<div>provocative media are available in most schools and com-</div>

<br />

<br />

<div>munities. The process begins wherever you are.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; On the day of its publication， Developing Minda wi</div>

<br />

<br />

<div>&nbsp;&nbsp; be obsolete--prices will have increased， new programs de</div>

<br />

<br />

<div>&nbsp;&nbsp; veloped， additional research generated， and new article</div>

<br />

<br />

<div>&nbsp;&nbsp; and books written and published. You should ，expect thes</div>

<br />

<br />

<div>&nbsp;&nbsp; changes.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Although this publication is copyrighted， most of it~</div>

<br />

<br />

<div>&nbsp; contents are contributions and descriptions of noncopy</div>

<br />

<br />

<div>&nbsp; righted ideas. You are therefore invited to duplicate those</div>

<br />

<br />

<div>&nbsp; portions you find suitable for distribution to communit~</div>

<br />

<br />

<div>&nbsp; groups， school staffs， boards of education， and so forth. We</div>

<br />

<br />

<div>&nbsp; merely ask that you identify the book on all duplicated ma</div>

<br />

<br />

<div>&nbsp; terials， and not use these materials for resale. For example</div>

<br />

<br />

<div>&nbsp; if you need a statement of philosophy or rationale to sup-</div>

<br />

<br />

<div>&nbsp; port your staff development or curriculum writing project，</div>

<br />

<br />

<div>&nbsp; please duplicate or adapt the one contained in Part I. Give</div>

<br />

<br />

<div>&nbsp; credit to the authors， Jay McTighe and Jan Schollenberger;</div>

<br />

<br />

<div>&nbsp; then feel free to use it as a discussion starter for your own</div>

<br />

<br />

<div>&nbsp;group. Our interest is to improve educational practices， us-</div>

<br />

<br />

<div>&nbsp;ing this book as a means of getting the word out.</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Developing Minds is not a recipe book， nor does it</div>

<br />

<br />

<div>&nbsp;provide easy answers. A curriculum for thinking， and there-</div>

<br />

<br />

<div>&nbsp;fore this book， is intentionally unfinished. Its design is</div>

<br />

<br />

<div>&nbsp;symbolic of this field of educational inquiry today---Contr0-</div>

<br />

<br />

<div>&nbsp;versial， tentative， incomplete， and fascinating. Several chap-</div>

<br />

<br />

<div>&nbsp;ters present alternative approaches， multiple definitions，</div>

<br />

<br />

<div>&nbsp;and differing points of viev&lt; This is purposeful. Instruc-</div>

<br />

<br />

<div>tional leaders， working with other educators and interested</div>

<br />

<br />

<div>community members， will strive for improvement by con-</div>

<br />

<br />

<div>tinuing to stimulate dialogue， gathering additional re-</div>

<br />

<br />

<div>sources and data， clarifying meaning， synthesizing defini-</div>

<br />

<br />

<div>tions， and searching for better ways of learning to think</div>

<br />

<br />

<div>through education. Out of this confusion comes enlighten-</div>

<br />

<br />

<div>ment. Thus theproce~ of developing curriculum， improv-</div>

<br />

<br />

<div>ing instructional strategies， and assessing students' growth</div>

<br />

<br />

<div>in thinking abilities is， and should be， an intellectually</div>

<br />

<br />

<div>stimulating experience.</div>

<br />

<br />

<div>Arthur L. Costa</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; REFERENCE</div>

<br />

<br />

<div>Machado， L. A. TheRight to be Intelligent. New York: Pergamon</div>

<br />

<br />

<div>&nbsp;&nbsp;&nbsp; Press， 1980.</div>

</div>