At the start of this book, I posited that the persistence of the ‘Western’ conception and promulgation of thinking in educational contexts was a form of cultural neo-imperialism, hindering the development of a more democratic form of education that was truly inclusive of a ‘unity of difference’. The knowledge of ‘thinking’ that is subsumed within the DNA of a particular culture had been downgraded by the assumption that Euro-American constructions of how thinking skills were conceived and enacted were the only true reality. The economic power generated by the historical phase of European globalisation, which was later revived or reaffi rmed by global changes after 1945, led inevitably to the dominance of the intellectual structures instituted and promulgated by those in socio-economic and, therefore, intellectual or educational power – the ‘Western’ centres of development.