Abstract
In societies that respect our right to decide many things for ourselves, exercising that right can be a source of anxiety. We want to make the right decisions, which is difficult when we are confronted with complex issues that are usually the preserve of specialists. But is help at hand? Are thinking skills the very things that non-specialists need when faced with those difficult decisions and is this why such skills should be taught in schools? These are the questions this article examines.
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