Based on the central position of creative and critical thinking as essential learnings common to all areas of study in the Saskatchewan (Canada) schools, this document introduces a theoretical view of creative and critical thought and shows how it can be incorporated into all levels of education. The document begins with an executive summary that contains a list of recommendations for incorporating creative and critical thinking into elementary and secondary curricula. Chapter 1 is introductory, and establishes a theoretical base for the paper, relating education and intelligence, and creativity and critical thinking, and arguing that commercially developed "thinking" programs are incompatible with the educational goals of the Saskatchewan schools and with the position advocated by this paper. The second chapter examines critical thinking for its unique aspects and implications for curriculum and pedagogy. It provides justification for focusing upon critical thinking in schools, listing necessary and sufficient conditions of critical thinking, and outlining essential pedagogy. Creative thinking is the topic of the third chapter, and the creative left and right brain, the life-long process of creation, and developmental theory and educational practice are examined. The fourth chapter presents a summary and recommendations (with examples from curriculum guides and texts) including general recommendations for curriculum development, ideas for curriculum revision in the core subjects, recommendations for Saskatchewan administrators, and a discussion of possibilities for curriculum revision in the scope and sequence of creative and critical processes. References and three appendixes containing excerpts from relevant texts conclude the document. (SKC)