The document analyzes approaches to teaching critical thinking in schools. It discusses special programs that have been implemented, such as explicit instruction programs, as well as different theoretical approaches like critical pedagogy. Research shows mixed programs are most effective while immersion programs are least effective. The document concludes that the predominant approach sees critical thinking as an individual, rational process detached from context, and that alternative approaches could view it as social, contextualized, and aimed at recognizing oppressive power structures.