Critical technique in both general and teacher education has received over whelming support from academicians for at least the last two decades. While it is true that the technique is useful when properly applied, the enthusiastic (and largely uncritical) endorsement it has received has elevated it, argues Wal ters, to the status of "myth." It increas ingly is perceived as an almost sacro sanct, "natural," universally applicable, unproblematic methodology. Walters of fers a minority dissent to the received view, and explains why the reductionis tic methodology and epistemic assump tions underlying critical thinking strate gies are problematic, particularly in re gards to teacher education.
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