The formal development of critical thinking is discussed, and guidance is provided to help faculty insure that critical thinking becomes an integral part of learning. Theory, research, teaching practice, and college programs pertinent to the development and role of critical thinking are presented in order to show how educators have shaped educational settings to nurture the capacity and disposition to think critically. Eight sections include: (1) introduction (definitions, teaching critical thinking, and purpose of the report); (2) historical background (forerunners and relationship to the current scene); (3) informal logic: analysis and construction of arguments (formal and informal logic, critical thinking textbooks, and educational implications); (4) cognitive processes in critical thinking (assumptions, reasoning of novices and experts, and affective factors: curiosity and purpose); (5) developmental foundations of critical thinking (stages of intellectual development, differences between samples, and changing students' beliefs about knowledge); (6) teaching critical thinking in the disciplines (teacher education, evaluation in critical thinking courses, and common features in critical thinking courses in the disciplines); (7) institutional issues and approaches (circular approaches, organizational strategies, and features of current programs); and (8) conclusion (needed research and support and dissemination). Contains about 300 references. (SM)