Thinking is a higher order cognitive process, in which the elements of rational processing are integrated, which activate our neuronal processes that are activated in the synopsis of neurons, emotions and senses intervene. Thinking can be developed as any other cognitive process, but it depends on the exercise of the same by the person, then we learn to think or we develop thinking? In this case, both things happen, first we learn to think and as the years go by we develop thinking.

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Working on the development of thinking involves a series of steps that we must learn. The development of thinking, i.e. learning to think, involves applying in a planned, correct and coherent way the appropriate procedures for a task that requires us to think, without skipping any key operation and relying on the appropriate reflective attitudes and knowledge we have about it. Once we become accustomed to thinking things through, this process is automatic. There are two basic learning strategies in the development of thinking:

1.- To think in order to know and reflect:

This first strategy allows people, in the first place to face the unknown, of situations, facts and new contents to learn without fear and with an open mind towards knowing and reflecting, it is not about a mechanical or memoristic learning, it is about allowing us to discover and build that knowledge we wish to achieve. This is achieved through the execution of a series of questions that first turn that which we are going to learn into a source of curiosity or problem situation. The steps to follow are:

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• What I am going to learn: In this we face the central theme, area, subject or content that we want to learn.

• Why do I need to learn it: Everything in life requires an explanation from the utility that represents to my life that content or that new experience to learn.

• What are the possible learning routes: Today, thanks to the advances in the studies of educational sciences, humanities, arts, technologies and especially psychology and neurosciences, we know that there are different learning routes and it is essential to decide how I will approach the content or the situation from which they are going to learn. This allows us to develop learning autonomy.

• What will be the expected result of my learning: Once we have selected the learning route and strategies we will make a projection of what we expect to achieve as goals or objectives.

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2.- Development of thinking by comparison and contrast:

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In this strategy we use situations or concepts similar in appearance but that in depth differ in their characteristics and results. This strategy of comparison and contrast in an attitudinal way allows us throughout our lives to establish and measure the benefits and consequences of our actions, situations and events that occur in our existence. This is done in the following way:

• How the situations or concepts are similar: When facing the learning of something new, we look for a situation or concept that is similar and known through which the scaffolding of the new knowledge is carried out.

• How they differ: Here we highlight the aspects in which each of the elements of analysis differ.

• Conclusions of each concept: In this part we establish a detailed definition from my perception of what each concept or situation represents once I have analyzed it.

• Proposal of something new:str Once the concepts and situations have been evaluated, a bridge is created between what has already been learned and what is new, even a new proposal can be created from the reflection made.

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As can be seen, the purpose of this cognitive process is to ensure that people, especially from childhood, develop a deep, analytical, reflective thinking of every aspect of their lives. They should be able to dedicate a few minutes to the evaluation of the situations they have to solve and to evaluate the possible ways to do it. This method is a strategy for life.