Given the fact that, during the course of recent decades, the course of socio-political and scientific progress in Western countries had attained clearly defined exponential subtleties, it comes as no particular surprise that, as time goes by, the learning techniques, utilized in academic curricula, appear to place ever-heavier emphasis onto helping students to develop the skills of critical thinking. According to Walters (1990): “The training of students in critical thinking, analytic skills, and problem solving has become a top educational priority in recent years. Courses in critical thinking are now standard in institutions of higher learning” (p. 450). The reason for this is simple – it is namely those students that posses such skills, who would be more likely to succeed in attaining social prominence, as it would increase the extent of their professionally related adaptability. Therefore, it represents the matter of foremost importance for educators to have a cohesive understanding as to what accounts for facilitation of critical thinking-related skills in the classroom. In our paper, we will aim to substantiate the validity of this hypothesis at length, while referring to namely Experiential and Problem-Based (Independent) Learning Theories, as we believe that it is namely these two theories that provide teachers with most advanced theoretical framework for helping students to develop proficiency in critical thinking. Nevertheless, before addressing the subject matter through the conceptual lenses of these two theories, we will need define the essence of critical thinking as ‘thing in itself’ and the role it plays within the discursive matrix of modern education. In the next part of this paper, we are going to do just that. Despite the fact that, as we have mentioned earlier, the growing number of educators come to realize the indispensability of providing students with a stimulus to develop critical thinking, only few of them seem to understand the theoretical implications of such thinking. The reason for this appears to be the fact that traditional concept of education implies the notions of ‘knowledge’ and ‘understanding’ being essentially synonymous, even though the post-industrial realities of today’s living render such an implication largely outdated. Whereas; the concept of ‘knowledge’ connotes memorization, the concept of ‘understanding’ connotes interaction. And, up until comparatively recent times, the whole system of Western education was based upon the assumption that it is perfectly appropriate to expect theoretical knowledge, obtained in class, to correlate with surrounding realities, as if something rather statically defined. As it was rightly pointed out by Sommer (1974): “The school emphasizes memorization and formal exercises, it emphasizes general relationships and abstract principles… It is obliged to certify the amount of learning that has taken place and relies on formal examinations for this purpose” (p. 10). Nevertheless, such approach to education cannot be considered suitable, simply because, even the most abstract knowledge that can be obtained in the place of learning derives out of currently predominant socio-political and scientific discourses. For example, where