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This paper proposes a theoretical basis for practicing and teaching critical thinking as both "technique" and "means for enlightenment." Since the current state of the art (as reflected in journal articles as well as textbooks) seems to me more advanced in developing techniques, the stress here is on "enlightenment." Thus, the ideas I explore are offered as a contribution on the "basic theoretical underpinnings" which Richard Paul recognizes are needed for "critical thinking in the 'strong' sense."[1] This is to say that I will be proposing a theoretical basis for understanding that conception of critical thinking as a means for enlightenment. In order to do so, I will offer some thoughts on what enlightenment might be, why certain features in our cultural history have resulted in its atrophy, and how we might make a start toward changing that situation. The paper has three parts. Part ~ One presents the notion of "instrumental reason" as a mode of reasoning quite different from "judgment." The former is concerned with developing techniques for achieving alreadystipulated ends by utilizing alreadygiven means. The latter is concerned with an extended sense of reasoning which examines those means and ends in the light of human needs and goals. In presenting this concept, I'll be relying on the work of Ian Angus, which is situated at the juncture of phenomenology (as developed by Edmund Husserl) and the Critical Theory deUniversity of Texas at Arlington

Is Critical Thinking a Technique, Or a Means of Enlightenment?