We argue that the central goal of critical thinking is the making of reasoned judgments. Arriving at reasoned judgments in most cases is a dialectical process involving the comparative weighing of a variety of contending positions and arguments. Recognizing this dialectical dimension means that critical thinking pedagogy should focus on the kind of comparative evaluation which we make in actual contexts of disagreement and debate.

It has been argued that a fragment of discourse that constitutes a fallacy of denying the antecedent at the level of what is literally said may not be a fallacy at the level of speaker meaning. The pragmatic phenomenon involved here is known as conditional perfection. I argue that the account of conditional perfection in van der Auwera and Horn has several problems, and I discuss several possible alternatives.