The true test of character is . . . how we behave when we don't know what to do.
Much of what is written and done about the teaching of thinking reflects the influence of psychology. This is hardly surprising. In recent years, psychologists have taken major strides toward a fuller understanding of how we generate, process, store, and retrieve information and knowledge. Furthermore, because the training of educators often includes study in psychology or some subject closely related to it, we seem quite receptive to what psychologists have to tell us.