Analyzes three widely-held conceptions of critical thinking: as one or more skills, as mental processes, and as sets of procedures. Considers each a misconception and offers alternative proposals for teaching critical thinking. (CMK)

The evolution of argument that the study of science develops skills, attitudes of mind, or ways of thinking and behaving that are transferable to other areas of experience is discussed by looking at ways in which it has been deployed by people who sought to expand or alter the role of science in the school curriculum in Great Britain. (RM)