One of the most prominent effects of globalization and the steady advance of capitalism is the increase in demand for skilled human capital. This is especially true in the Philippines, which relies on labor export in order to keep its economy afloat. Nonetheless, despite the demands of the globalized world, the Filipino children and youth should not only be sent to schools to be taught skills that would make them competent laborers for capitalist markets, but more importantly, they should be trained to become critical thinkers so as to be open, sensitive, and understanding of the beliefs and values of others as well as not to be enslaved by their respective belief and value systems. In this light, this paper discusses how critical thinking can be taught more effectively in education institutions in the Philippines through reconsideration of the Taxonomy of Learning Objectives and a push for Critical Pedagogy. I will argue that the Taxonomy is reductive and lacking in terms of developing critical thinking in students, whereas, critical pedagogy brings the children and the youth to the table of dialogue by teaching them how to raise and accept questions without the attitude of hostility, the latter being a characteristic of an uncritical and enslaved mind.