This article is, first of all, a synthesis of the various views on cognitive education (CE) as presented by the guest authors of this issue, and it is also a critical discussion of the field. We discuss how Sternberg's initial 5 questions were addressed by the authors, and we place these within the larger framework of the scientific literature on CE, metacognition, and dynamic assessment (DA). We try to unveil the strong and weak points of the various approaches, and we discuss some perspectives for the future.