ABSTRACT
My initial conception of this chapter hinged on a truly remarkable recent development in the UK curriculum. Critical Thinking (CT), a course in informal reasoning and quite distinct from Philosophy and Logic, was introduced as an AS level (Lower Sixth) Examination Syllabus in 2003 by the OCR Board.1 By 2007 it had become the single most populous AS choice – more entries than English, Maths or any science. Given that, it is quite likely that your own school offers it to its students, so you may be at least vaguely familiar with it already.
