Research on historical cognition has capitalized on developing the thought processes of expert historians in students. Biofunctional theory points to several limitations to this approach: (a) developing from novice to expert is probably not a direct process; (b) developing expertise requires more time than the historical thinking approach suggests; and (c) people have diverse interests and, therefore, do not uniformly aspire to be professional historians. The purpose of this paper is to use the developments in biofunctional science in the past three decades to argue that (a) the goal of history education should be shifted from teaching expertise to nurturing students' personal growth and (b) that the means to achieve this shift is to focus on students' insights, intuitions, and interests.