Teaching critical thinking empowers students by allowing them to participate in public discourse, recognize the social and psychological structures in which their discourse is embedded, and ultimately change those structures from within. A participatory-critical pedagogy produces "the conscientious moral agent," the individual who cares about the well-being of others, displays curiosity and objectivity, analyzes audience and context, adapts beliefs to empirically-verifiable information, and acts upon those beliefs (qtd. in McCloskey 194).

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