Introduction

 What does it mean to be a good thinker?  Traditionally, the answer to this question has been formulated in terms of cognitive ability or skill: Being a good thinker means having certain sorts of critical and creative thinking abilities. Good thinkers certainly have thinking skills.  But they also have more: Motivations, attitudes, values and habits of mind all play key roles in good thinking, and in large part it is these elements that determine whether people use their thinking skills when it counts.
 In an effort to account for the affective and attitudinal dimension of high-level thinking, many scholars and educators involved in the thinking skills movement have urged attention to what are often called "thinking dispositions."  This document aims to outline current trends, issues and theories concerning the dispositional side of thinking.
 There are three parts to this document. Part One provides an overview of some recent work around the definition, classification, assessment, and instruction of thinking dispositions.  The four sections in Part One are organized according to the following four questions:

 1. How are thinking dispositions defined?
 2. What kinds of thinking dispositions are there?
 3. Can thinking dispositions be assessed?
 4. Can thinking dispositions be taught?

 Part Two is a brainstorm of issues and questions concerning thinking dispositions that occurred in the Summer of 1994 at the 6th International Conference of Thinking, held at Massachusetts Institute of Technology, in Cambridge, Massachusetts.  This section, too, is organized according to the four questions just listed.
 Part Three is a bibliography of books, articles and programs that either are directly about, or relevant to, thinking dispositions.
 We recognize that, although interest in thinking dispositions has increased in recent years, it is by no means a new concept. Many scholars and educators have been concerned with the dispositional side of thinking over the years, and have given it careful attention in their work. The theories and practices reviewed here are eclectic, and do not represent all the important historical or current work in the field. Almost certainly, most readers of this document will make connections to work they know about that is not represented in this text. The authors acknowledge and honor these connections, and apologize in advance for any serious omissions.

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