Higher order thinking can be defined as interpreting, analyzing, and manipulating information to solve a challenging problem. This definition does not restrict higher order thinking to any level of cognitive ability or any class of people; it includes thinking involving both nonacademic and academic topics; and it is not limited to any particular pedagogical method or theory of cognitive processing. Teaching higher order thinking involves teaching the information to be thought about, the skills with which to do the thinking, and the attitudes that predispose the individual to think. Teaching higher order thinking in schools is hampered by the typical curriculum's demand for broad but superficial subject coverage, by pedagogical methods that encourage student passivity, by the need to work with students as groups rather than individually, and by cultural biases against independent thinking. To support the teaching of higher order thinking, principals must first obtain the commitment of the faculty. Such a commitment can be enhanced if the principal places a priority on depth rather than breadth in the curriculum, encourages more active pedagogy, works to reorganize the school to improve the conditions for learning higher order thinking, and promotes a schoolwide culture of thoughtfulness. (PGD)