It is widely held that, by teaching individuals how to reason through and analyse everyday problems, the teaching of critical thinking develops the deliberative capacities essential to the healthy functioning of democracy. Implicit in this view is the assumption that a certain commensurability exists between the problems presented in such curricula and those that occupy democratic deliberation. In examining one influential critical thinking curriculum, University of Cambridge International Examination's Thinking Skills, however, this article reveals the contingency of the assumption. With its presentation of problems steeped in discourses of logic and argument analysis, and with little consideration of notions of rightness/wrongness, such a curriculum can only tend towards the development of an instrumental form of rationality that, being morally indifferent and emotionally apathetic, contributes instead to the depoliticization of democracy. Given that the nature of democratic deliberation does not only focus on what is correct, but, more crucially, on what is right, it is argued that the problems on critical thinking curricula need to both engage individuals in deliberations over issues of social good, and allow them to think of themselves in ways that fundamentally tie them to other members of society. (Contains 13 notes, 1 table, and 4 figures.)