Flavell's theory of metacognition was innovative at the time for its promising practicality. However, research findings that report inconsistencies in metacognitive trainings' outcomes and insufficiencies of translating the theory into mainstream classrooms have accumulated since then. In this sense, there may be a need to revisit metacognition theory for its practicality and credentiality. From a phenomenological perspective, this paper first describes the fundamental tenant of theory; thinking, and whether metacognition theory recognizes the nature of thinking. To manage thinking, it should be stimulated first. In other words, a sensitivity towards a stimulus that is metacognitive responsiveness needs to be raised to initiate the attendance of higher order thinking. Thinking and metacognitive responsiveness pertain to personal relevance, attentiveness, interest, previous experiences, tools for thinking, features of tasks, and the nature of social interactions. Therefore, it is important to present the stimulus designed or adapted to initiate individuals' thinking or metacognitive responsiveness. In this paper, Flavell's theory of metacognition was revised to embrace metacognitive responsiveness explicitly, and it is highlighted that practical implications need to focus on materials to initiate metacognitive responsiveness.