This book describes the Behavioral Outcomes Approach that focuses on the development of the thinking processes and is characterized by (a) the establishment of responsive conditions in which children become autonomous learners, (b) the use of structured questions to promote the pupil's use of a variety of thinking processes, and (c) the initial and continuous use of diagnostic tools that help measure and ensure increased effectiveness of results. Chapter 1 analyzes the teaching-thinking-learning process. Chapter 2 discusses revitalizing schools for meaningful and relevant learning. Chapter 3 presents new educational objectives for the future. Chapter 4 presents criteria for "classrooms for thinking." Chapters 5 and 6 discuss the thinking processes as conceptual tools and expanding the conceptual tool kit. Chapter 7 discusses completing the cognitive cycle. Chapter 8 specifies educational objectives, and chapter 9 discusses preparing objectives for classroom use. Chapter 10 presents learning units to promote content and process goals, and chapter 11 presents testing approaches for thinking and subject mastery. Chapter 12 discusses developing responsive pupils and environments, and chapter 13 presents guidelines for implementing the behavior outcomes approach. A bibliography concludes this book. (PD)