The purpose of this paper is to describe a framework in which thinking skills instruction and other needed instructional emphases can be integrated into a unified whole. Discussion focuses on John Anderson's unitary model of cognition (1983), learning-to-learn, the nature of traditional curriculum content, thinking skills such as storage and retrieval, matching, and execution, and basic beliefs, or epistemic thoughts, which control broad categories of human behavior. The major implication of the model is that the present conceptualization of the acts of teaching and learning should be expanded far beyond the domain of content area knowledge. Specifically, the components of the teaching/learning process should include (1) learning-to-learn strategies, (2) a new approach to content which emphasizes basic concepts and organizational patterns of declarative knowledge and the developmental nature of procedural knowledge, (3) basic reasoning skills in the areas of storage and retrieval, matching, and execution, and (4) basic beliefs which are high level controlling principles. These beliefs include the notion that perceptions are subjective and generated from a specific point of view and that one's point of view is controllable and can be changed. An eight-page list of references concludes the document. (RH)