Why teach critical thinking?

The purpose of this article is to expose lack of clarity that surrounds the justification for teaching critical thinking and to argue for communally beneficial reasons for teaching this important skill. An explication of critical thinking is done and the prerequisite conditions for its optimal utilisation are indicated. The views of eight educators on why we teach critical thinking are offered. An argument for a semiotic understanding of culture is presented and this is followed by views on why critical thinking is taught.