Provided
A result of the enormous and rapid developments affecting Arab societies like Western societies that preceded it in the areas of development needed to focus in different ways, conferences, seminars and training workshops on one or more of the issues related to thinking, creativity and move away from tradition and teaching.
It could be argued that the transition from the traditional model of education to the model of creative education, or teaching a difficult process of thinking, but if it was possible to narrow the gap between the theoretical concepts and practice at the level of grade school and first class. However, it needs to develop a system of relations, technical and administrative procedure between the parties related to the educational process and especially at the school level as a key development.

Teaching thinking skills between rhetoric and practice:
Everyone agrees that education in order to learn the skill of thinking or an important goal of education, and schools to do all it can to provide opportunities for students to think.
And is regarded by many teachers and educators that the task of developing the student's ability to reflect the goal of education put him at the forefront of their priorities. However, this goal is often collide with the reality in practice, because the existing education system does not provide sufficient experiences in thinking.
The schools rarely provide opportunities for students to carry out educational curiosity stemming from or based on questions Ithirunha themselves, while the majority of workers of education and the educational field are convinced enough the importance of developing thinking skills in students, and emphasized that the mission of the school is not a process of filling the minds of students with information, as much as is needed to stimulate your thinking, and creativity, but they are living with the prevailing practices in our schools, and did not attempt to break the wall of one of them unusual or leave it.
An example of prevailing attitudes and common in many schools and teachers are keen on from generation to generation and never take the educational development plans follows:
1 teacher is the first and last word in the classroom.
2 teacher is the center of the act and a monopoly on most of the time, students share recipients ineffective.
3 rarely away from the teacher, or give up on the blackboard chalk, or use the techniques of modern education.
4 teacher depends on a limited number of students to give them the questions classroom.
5 students, the teacher does not give sufficient time for reflection before the reference to one of them to answer the question.
6 teacher was fond of issuing comments frustrating and unfair sentences for those who answer a manner different from what he is thinking of.
7 Most of the teacher's questions of the type which requires the skills of thinking low.
The adoption of the goals of our educational institutions to develop the capacity of students to think, that requires the development of a variety of mechanisms to evaluate the collection of students and that requires us to shift part of our philosophy and methods on the calendar and is inevitable for the success of any educational program centered development thinking in students.

Impediments to the education of thinking skills:
1 of the general trend in the development of curricula and textbooks in public education is still affected by the prevailing assumption was that the process of accumulation of huge amount of information and facts is necessary and sufficient for the development of thinking skills among students, and this is reflected in the minds of students filling the information, laws and theories through indoctrination , as reflected in the construction and testing of public school art class, exercise, and home-based memory, which weigh heavily in developing higher-order thinking levels of analysis and criticism and evaluation.
2 focus by the school, the aims of education, science and a letter to the transfer and delivery of information rather than focusing on the generation and use, and note that teachers in the accounting for most of the time to speak without interest and the exchange of questions that require careful consideration and reflection, or a positive role by giving attention to students who Teachers says they are the center of the educational process and purpose.
3 different views on the definition of the concept of thinking and to identify its components are clearly facilitate the process of developing effective strategies and activities in education, which in turn result in a major problem facing the educational and administrative bodies in its application.
4 often depends educational system and education in the evaluation of students to school tests and the general strength of the questions require low cognitive skills, knowledge and understanding, as if the end of the day for a decision, and the goals of education.
Therefore, education for thinking, learning or skill always repeat the slogan beautiful in theory, but on the ground, the field practices do not reflect this trend.

Why learn the skills of thinking?
First: the need to reflect the vitality of the faith and the discovery of the norms of life.
Has called for the Koran, he urged to consider the mental examination and reflection, and to turn it on his face to understand and perceive.
Second: The thought does not grow automatically subtle: this leads us to distinguish between two types of thinking:
1 day-to-day thinking, which acquired rights in a normal, which is similar to the ability to walk.
2 subtle thinking education, which requires a structured and meaningful Mrana ongoing so that it can reach the maximum extent, and such-like ability to climb mountains, or the discus throw, and other skills that require a special thought.
Therefore, the efficiency of thinking - unlike the common belief - not just the ability to accompany the natural growth of the natural child of necessity, the knowledge of the content or subject of course to the school itself is not a substitute for the knowledge and competence to consider it, although we have no doubt that the knowledge in the area are a fundamental basis for thinking in this area, and the most successful people in the thinking of a subject most people are familiar with and know, but knowledge alone is not enough, and must be accompanied by the thought of, and the adequacy of even thinking of the topic to be a highly skilled and productive.
It is clear that education can play a meaningful role in the development of effective processes and thinking skills that enable individuals to develop their competence think-tank.
Third: The role of thinking in life and school success:
Thinking clever play a vital role in the success of individuals and bring them inside and outside the institution, because their work in the educational testing and school life and attitudes during and after the study is the result of thinking, which is determined by the extent of their success or failure.
On the basis of their skills is already thinking of the most subtle concepts that could be carried out by the teacher or the school for reasons including: