This text, designed for both preservice and inservice educators, promotes critical thinking and problem solving across the curriculum. Chapter 1 presents information from personal observations and national studies to support the conclusion that educators need to spend more time creating environments that foster thoughtfulness. Chapter 2 defines thinking as a search for meaning and understanding. Chapter 3 envisions a school which teaches thoughtfulness. Chapter 4 explores ways of moving toward the vision. Chapter 5 examines ways of designing a classroom environment that invites students' thoughtfulness. Chapter 6 exemplifies what is meant by problem-based learning and provides a rationale for this way of designing curricular and instructional plans. Chapter 7 presents one way of designing problem-based learning curricular experiences. Chapters 8-11 present strategies that go beyond minimal understanding of facts and ideas--strategies that involve problem solving, and in turn imagination (adventurous thinking), being reasonable (critical thinking), and reflecting on the processes (metacognition). Chapter 12 focuses upon determining the quality and depth of students' understanding of what has been taught. Chapter 13 uses examples from a number of different schools to illustrate several points about effecting change. Chapter 14 shares the experiences of four elementary and secondary school teachers and one mother, with children's developing independence. (LL)