Following a discussion of the value of intuitive thought processes, this paper calls for elementary and secondary teachers to encourage intuitive thinking in addition to analytic thinking. It points out that the demand for precise, analytic answers to teacher-posed questions fosters student dependency; cites statements by Jerome Bruner about the need for children to learn inquiry methods; and advances reasons for the failure of reading educators to heed Bruner's writings. Two sample lessons for teaching inquiry/intuition techniques are then described: a readiness activity for introducing a reading selection and a reciprocal questioning exercise to help students develop questioning behaviors related to the reading of a poem. (GW)