Educational researchers have pointed out time and again that learning how to think is not an automatic by-product of studying certain subject, assimilating the product of someone else’s thinking, or simply being asked to think about a subject or topic. Nor do youngsters learn how to engage in critical thinking effectively by themselves. There is little reason to believe that competence in critical thinking can be an incidental outcome of instruction directed, or that appears to be directed, at other ends. By concentrating on the detail of the subject matter being studied, most common approaches to teaching critical thinking so obscure the skill of how to engage I thinking that students fail to master them.