This paper describes the work of the Consortium for the Development of Thinking for Learning (CDTL), a committee under the auspices of the University of North Carolina that sought to introduce inservice programs in critical thinking and philosophy for children into the schools of North Carolina through a statewide network of inservice offerings. The paper describes the work of the committee, discusses the role of narrative in teaching for thinking, and comments upon the consortium's work with the National Center for the Paideia Program at the University of North Carolina-Chapel Hill. (Author)