When considering the role of the individual in the educational combat against prejudice, I have discussed the matter from the perspectives of cognition and metacognition – so effectively the realms of reason and thinking and from those of historiography and culture – what I have called ‘educating beyond the Other’ in this book. These approaches are intellectual in nature and hinge on the allimportant notion of critical thinking. Indeed, much prejudicial thinking comes from a lack of critical thought, an inability to temper bias or deal with complexity, leading the knower to opt for a short cut bent on over-generalisation and quick, unprocessed judgement.