Abstract

There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it is used against thinking skills and we offer a consideration of the expert/novice objections about subject or domain-specific knowledge.