Abstract
The article follows the conceptual path made by the teaching thinking movement. It emerged as a reaction to the explosion, obsolescence, availability, and relativity of knowledge, as a call to teach thinking instead of knowledge, and returned to knowledge in the form of the third approach to teaching thinking — teaching for understanding. Understanding knowledge is the essential, perhaps even sufficient, condition for good — effective, critical and creative — thinking
Keywords Applied Philosophy  Teaching Philosophy
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ISBN(s) 1093-1082
DOI 10.5840/inquiryct201126327
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