The facts and ideas of subject matter are of little or no value unless such facts and ideas are used to promote thoughtful discourse. Those who teach with this idea in mind can be said to be thinking-skills centered or procognitive; those who teach without this idea in mind can be termed content-centered or procontent. The procognitive viewpoint is based on seven assumptions: (1) all subject matter can be taught procognitively; (2) subject matter and critical thinking skills can be taught at the same time; (3) all subject matter serves some purpose; (4) it is a teacher's responsibility to encourage discourse (thinking) by providing examples that arrange subject matter to show its purpose by revealing the relationships and interconnections which exist in all subject matter; (5) it is the learner's responsibility to understand and apply such example arrangements to new subject matter; (6) students must be actively encouraged to present subject matter in a procognitive manner; and (7) all modes of educational technology can be delivered procognitively. These assumptions derive from an integrated view of subject matter, critical thinking, teaching, educational technology, and learning. In turn, these five major procognitive concerns form a three-part model which consists of the resource, the process, and the result. The application of procognitive methodology is illustrated using this three-part model to plan a discussion of the topic, how to do well in college. A list of nine references is provided. (JB)