Although the movement of state controlled education systems tends towards an overwhelming preoccupation with content over process in learning, there are some brighter and more enlightened beacons in this mire of ‘factual’ content.
I was lucky in my teaching career to have had access to the Schools Council History Project materials which paused the content button, and emphasised interpretation and evaluation of the historical resources rather than the narrative view of history. The ensured that learners had access to analytical patterns of thinking that they could apply beyond their time at school.
Latterly I was fortunate to come into the orbit of the International Baccalaureate organisation. Their teaching curriculum included a compulsory element called TOK (Theory of Knowledge) and allowed students to consider the elements underlying study and wider understanding.