This series is about teaching thinking skills while teaching the curriculum. The first two kits where about observation and focusing as two skills which together make the entrance to thinking. During this first stage, which is the entrance, the brain has something to think about, a general idea about something and the details of at least one side/part of this thing. Now comes the need to determine whether to continue thinking about this thing or not, does it worth it? Is there a need for this thinking? And if yes, how to proceed in this process? In which manner and/or direction?
In order to take this decision, the goal of thinking is what must be set here.
Setting the goal is a skill on its own, and to determine the goal, one must be able to define the issue/problem that worth concerning, and, defining the problem, is another skill on its own. Defining the problem is automatically by the thinking of different possible solutions but not all are efficient and solve the problem itself. This is why there must be a kind of filtering to these improper possible solutions so one does not a waste time thinking about them.
Three correlated skills, setting the goal, defining the problem, and eliminating the improper possibilities are the core of this kit.