To be capable of reasoning is to be able to see problems through in self-managed, considered and systematic way. Complex problems are broken down into their elements, their essential features described and the relationships between such elements defined. Reasoning thus involves seeking patterns or relationships, describing those relationships and then re-constituting those relationships. Children who can reason discern patterns in everyday experience and can also originate patterns. A teacher who develops the capability of reasoning in a child therefore endows that child with a range of tools that are capable of enduring transfer into a range of everyday challenges. The disposition to reason does, however, differ from the ability to reason. This is why reasoning of its own without resilience, without responsibility and resourcefulness, does not have the same enduring transfer.