We believe that good thinking is as much a matter of disposition as it is of skill. Motivations, attitudes, values, and habits of mind all play key roles in good thinking, and in large part, these elements determine whether people use their thinking skills when it counts. Learning is a consequence of thinking, and developing a culture of thinking is critical if we want to produce the feelings, energy, and even joy that can propel learning forward and motivate learners to do what at times can be hard and challenging mental work.


  • What are the ingredients of good thinking?
  • Can good thinking be taught? How?
  • What does good thinking have to do with good learning?


  • Learning as a consequence of thinking.
  • Thinking as visible.
  • Thinking as dispositional.
  • Thinking as distributed.




The Thinking Classroom: Learning and Teaching in a Culture of Thinking

Published: 1994
Going beyond the piecemeal approach of injecting thinking skills into existing classroom lessons or units, The Thinking Classroom shows how to transform the classroom,... Read more

Smart Schools: Better Thinking and Learning for Every Child

Published: 1995
In this book, David Perkins draws on over twenty years of research which indicates that students from the first grade through college often have only the most superficial... Read more

Making Thinking Visible: How to Promote Engagement, Understanding, and Independence...

Published: 2011
From the back cover: How can classrooms become places of intellectual stimulation where learning is viewed not in test scores but in the development of individuals who can... Read more

Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools

Published: 2015
"Let's build dynamic learning communities that engage students, promote deep understanding, and sustain a lifetime of inquiry. Once again we are in the throes of curriculum... Read more

Slow Looking: The Art and Practice of Learning Through Observation

Published: 2017
Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to... Read more