This paper advances the thesis that high level thinking in classrooms happens when students become conscious of experience and knowledge realities and decide to pursue them flexibly and creatively. The specific research focuses on the author's conviction that effective stimulators of student reflection will accommodate knowledge encounters that promote metacognitive consciousness, idea consequences, idea engagements, and idea openness. Also featured is a call for and description of a teacher evaluation or "self-inspection" format that encourages questions and resolutions by teachers pertaining to their effectiveness as student reflection facilitators. The paper addresses at length knowledge forces that may liberate and enhance high quality thinking in school classrooms. An education self-appraisal instrument is appended. (JD)