What is a Critical Education?

What shape might a critical education take in the twenty-first century? I make some general observations. I draw on the experience of exponents from the critical thinking and the informal logic movements in relation to field dependency and the transfer problem. I ask whether the features of critical thinking are generic and transversal or knowledge and context dependent. In the course of the discussion, I make plain that I favour a mixed approach to teaching criticality and that I advocate the merits of cross-curricular teaching. I move, next, to consider some recent views of scholars concerning the teaching of criticality. I anticipate that their pedagogical methods will form the subject of further theoretical and empirical research.