No matter how necessary the proposed "thinking subject" may be it must remain a dream unless there is a practical way in which it can be introduced into the curriculum.

The first practical step is to establish the name and label of the subject. As a focus the label pulls together a lot of material that already exists but which is at the moment dissipated into fractionated mini-subject.

The label is necessary to get people thinking about teaching the subject in a deliberate manner for without the label every teacher assures himself that he is of course already teaching thinking in his own subject area. Even if there were only a vacuum behind the label it would still be useful to have the label because vacuum would soon fill with practical material.

The Label "thinking" is not ideal from a grammatical point of view and also because it suggests that people cannot think unless they take the subject. But it is difficult to devise a better one since other suggestions sound specialised, artificial, or even gimmicky (e.g. heuristics, hodics, new think, or TAS - thinking as a subject). The "logic label" is much too narrow in scope and it does suggest an idealised and abstract subject. Another possibility is "practical thinking" but this suggests a second-class subject. So for the moment I prefer "the thinking subject".

I do not foresee any difficulty in introducing the thinking subject into primary education. So many new ideas and projects have been pumped into primary schools that they have acquired a habit of openness.

It is mainly a matter of developing usable formats, materials, teachers' notes, workshops and training sessions. It can be done in a gradual way by introducing one or two well tried formats at a time and allowing teachers to gain experience and confidence with these. The material must be practical and usable. It should follow the natural inclinations and enjoyment of the children and it should not place demands on the teacher. It should be pre-tested but must also evolve through use. It should be possible for teachers to use the material without having to attend special training sessions.

The secondary level is much more difficult. It tends to be locked in by rigid subject specialization, by syllabus requirements and examination demands.

Probably the most sensitive part of the system are the examinations. Many people regard examinations as antiquated and reactionary. They often are but they need not be. In fact, they may provide the only source of innovation and improvement in secondary education. So the first step might be to establish an exam in the new thinking subject.

There are at the moment GCE papers that are taken by no more than six candidates in the whole country so the initial volume of entry is not a problem.