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Throughout the third edition we have tried to retain the signature strengths of previous editions, with the continuing aim of integrating two important movements in higher education—the writing‐across‐the‐curriculum movement and the critical thinking movement. A basic premise, growing out of the educational philosophy of John Dewey, is that critical thinking—and indeed all significant learning—originates in the learner's engagement with problems. Consequently, the design of interesting problems to think about is one of the teacher's chief behind‐the‐scenes tasks. Equally important is creating a course atmosphere that encourages inquiry, exploration, discussion, and debate while valuing the dignity and worth of each student. Teachers of critical thinking also need to be mentors and coaches, developing a range of strategies for modeling critical thinking, critiquing student performances, and otherwise guiding students toward the habits of inquiry and argument valued in their disciplines.