The British National Curriculum suggests that a range of thinking skills need to be taught. But can children be taught to think? This paper takes the view that all thinking is embedded in a particular context. It gives an account of its author/educators' work with children, draws attention to distinctive features of their approach to teaching, and reports on its impact on children's learning. According to the paper, their approach seeks to foster an environment of greater respect for children's authority as creators of knowledge. It is stated that this is done by emphasizing three major dimensions of teaching for critical and creative thinking: children's moral and human rights to explore and express ideas and beliefs, and adults' obligation to fulfill these rights; creation of an intellectual and emotional space for children's questions and contributions in the classroom; and the need for teachers to become highly skilled in listening to and observing children's dialogue, and in asking questions that enable children to build on each other's ideas. The paper begins with an explanation of why good literature can be so effective in creating space for open-ended inquiry. It then explores aspects of the pedagogy of classroom dialogue. Finally, it offers some sources of evidence about the gains that children make in their learning when this way of working is sustained and developed responsively. Examples drawn from work with younger children are included. (Contains 20 references.) (NKA)