How to Teach the Twelve Cognitive Processes 177 So, upon reaching school age, a child can do some of the cognitive processes. Now the question is, How to we teach him to get better at them? First let’s see what the cognitive processes fundamentally have in common. This will give us a way of thinking about how to teach them. The first and most important thing they have in common is that they all rely on a case base. We have all engaged in each of these processes many times and we have a range of experiences we can call upon to guide us the next time we find ourselves doing them. Each process relies on a story base as well. We can tell stories about inter- esting experiences we have had in doing each one of them. Stories usually revolve around failures, or at least unexpected results, since without these there are no good stories to tell. Engaging in any cogni- tive process includes the possibility of making a mistake during the process. We expect to get smarter each time as a result of any mistakes we make. This is what cognitive processes are like. We learn cognitive processes through experience and we index the failures we have so that we can find them again and perhaps avoid making the same mis- take. When we avoid an error that we know we have made previously, we say that we have learned. It follows, therefore, that acquiring a case base, learning the sto- ries of others and learning to tell our own stories, and learning classic mistakes and being able to analyze behavior to find a mistake are all aspects of learning the cognitive processes. Acquiring the case base and consciously analyzing the cases in that case base, then, is the fundamental issue in teaching the cogni- tive processes. HOW TO TEACH PREDICTION We live in a physical world but we also live in a social world. Children need to understand that if they drop something heavy on their foot, it will hurt; they also need to know that if they do something mean to someone, the person may dislike them fo