Condensing the teaching of cognitive strategies into a discrete instructional unit is self-defeating. Success in teaching thinking skills results when content objectives are contingent upon activities that also promote thinking and when thinking skills permeate the entire curriculum. (TE)

Intelligence is here defined in terms of component processes, and three programs are reviewed that train aspects of intelligence as specified by this theory: Feuerstein's "Instrumental Enrichment," Lipman's "Philosophy for Children," and the "Chicago Mastery Learning" program. Central suggestions are provided for…