ABSTRACT
In this chapter I lay the foundation for a philosophy-based, in contrast to a psychology-based, approach to teaching critical thinking across the curriculum. I both lay out the general theory and provide some examples of how the theory could be used to transform classroom instruction and activities. Nevertheless, I want to underscore the point that I do not have the space to cover my subject comprehensively. Interested readers must independently pursue the leads I provide, if they are to grasp the power and flexibility of philosophy-based approaches to critical thinking instruction. I must content myself with the attempt to provide some insight into the style of thinking and thinking about thinking characteristically philosophical and some sense of the potential strength and usefulness of such an approach.
