Schools need a core. Perkins says, "We try to solve all our problems by assigning them to educators--not only knowledge but citizenship, moral rectitude, comfortable social relations, a more able work force, and so on" (pg. 4). The problem with this "everything" agenda is that "it drains teachers, students, and administrators" (pg. 4). A "smart" school must be focused. According to Perkins, smart schools are:

1. Informed - about human thinking and learning and how it works best.
2. Energetic - measures are taken to cultivate positive energy.
3. Thoughtful - caring and thinking centered. (p. 3)

Schools must become places of thoughtful learning, where the goals of retention of knowledge, understanding of knowledge, and active use of knowledge are commonplace. By pursuing these goals, "generative knowledge" can be achieved. Generative knowledge is "knowledge that does not just sit there but functions richly in people's lives to help them understand and deal with the world" (p. 5). Perkins briefly explains how thoughtful learning is beneficial not only to the regular and "gifted" students, but also slow learners and at-risk students. He also explains how thoughtful learning can be used in many areas to improve education and schools themselves. "Retention, understanding, and the active use of knowledge can be brought about only by learning experiences in which learners think about and think with what they are learning" (pg. 8).

It makes sense that actively using knowledge leads to better understanding and a greater chance of long-term retention. To excel at sports or playing a musical instrument, the learner must practice and practice. The practicing leads to the skill becoming an automatic process. It appears that this process of developing expertise through practice is relevant to many domains. If used effectively, it seems we could expect similar outcomes in students of math, writing, reading, and other school subjects.