Critical thinking is of primary importance in higher education, yet the concept remains slippery and the skill elusive. The author argues that most current critical thinking textbooks are out of line with the seminal work of John Dewey. Rather than logical argument and justification, it is suggested that carefulness, open-mindedness and creativity should be central to a new approach that is informed by the insights into the nature of knowledge provided by Karl Popper. Drawing on the Dewey-inspired work of Gerald Nosich, and the thinking tools of Edward de Bono, the author offers practical guidance on a way forward.