Cover -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Contributors -- Introduction -- Introduction -- Why we need this book -- Why more theory is essential: the limitations of psychology -- Transdisciplinary theory as the way forward -- Developments in the field -- The structure of the book -- References -- 1. A recent history of teaching thinking -- Introduction -- Reuven Feuerstein and Instrumental Enrichment -- Matthew Lipman and Philosophy for Children (P4C) -- Edward de Bono's thinking tools -- The expansion of teaching thinking: cognitive perspectives -- Pragmatic solutions -- Challenges and controversies in teaching thinking -- Teaching thinking and classroom talk -- 21st century skills and teaching thinking -- Conclusion -- References -- 2. Emotions: can't think with them, can't think without them -- Introduction -- Thinking and feeling -- Broad effects -- Narrow effects -- Methodical thought -- Constructive thought -- Steering effects -- Productive progress -- Decision-making -- Particular effects -- Educational implications -- For teachers -- For students -- For teacher trainers -- For researchers -- Conclusion -- References -- 3. Thinking beyond rationalism -- Introduction -- Today's thinking -- Critical thinking -- Thinking skills -- Philosophy for Children -- Lines of rationalism -- Narrow argument -- Formal mapping -- Subjects and objects -- The ways we think -- A way beyond -- 'Ahead of all beaten tracks' -- Following the sign -- Beyond rationalism -- Lived experience -- Thinking with Camus -- Contrasts -- Final words -- Notes -- References -- 4. Philosophy with Children from pragmatism to posthumanism: thinking through the Community of Philosophical Inquiry -- Introduction -- The Community of Philosophical Inquiry -- Community -- Philosophy -- Inquiry -- CoPI in the classroom -- Dialogue -- Conclusion