How Thinking Works: The Challenge of Teaching how to Think

Rendering students as conscious thinkers is an essential aim of education. Educational endeavours have commonly been aiming at improving students‟ critical thinking skills. Nevertheless, the skill performance has appeared to be below the expected proficiency level. Related reports have shown the insufficient understanding of educators about what thinking means to be a factor contributing to this unsatisfactory result. According to reviewed literature here, this understanding level is associated with the imprecise definition that restricts thinking to its conscious aspect. This review suggests reconsidering the definition of thinking in relation to its unconscious aspect, too. A definition consisting of both the conscious and unconscious aspects would enhance the understanding of how thinking works, thereby contributing to the aim.