The proper goal of an introductory logic course, teaching critical thinking, is best achieved by maintaining the principle of continuity between student experiences and the curriculum. To demonstrate this I explain Dewey's naturalistic approach to logic and the process of inquiry, one which presents the elements of traditional logic in the context of student experiences. I offer an example of a logic textbook which models the maintenance of the principle of continuity I advocate. Last, I advocate a pluralistic and experimental approach to accomplish this, including methods that rely on the role of the body in learning and reasoning.