depend on and support each other. In this sense, education aims also at fostering the ability to acquire new knowledge. This includes both instilling true beliefs in the students as well as teaching the methods and forms of evidence responsible for verifying existing beliefs and arriving at new knowledge. It promotes the epistemic autonomy of students and may help them challenge unwarranted claims by epistemic authorities. In its widest sense, the epistemic approach includes various related goals, such as imparting true beliefs or knowledge to the students as well as teaching dispositions and abilities, such as rationality, critical thinking, understanding, and other intellectual virtues. Critical thinking and indoctrination Critical thinking is often cited as one of the central aims of education. There is no generally accepted definition of critical thinking. But there is wide agreement that it is reasonable, reflective, careful, and focused on determining what to believe or how to act. It has clarity and rationality as its standards and includes a metacognitive component monitoring not just the solution of the problem at hand but also ensuring that it complies with its own standards in the process. In this sense, education is not just about conveying many true beliefs to the students. Instead, the students' ability to arrive at conclusions by themselves and the disposition to question pre-existing beliefs should also be fostered, often with the goal of benefitting not just the student but society at large. But not everyone agrees with the positive role ascribed to critical thinking in education. Objections are often based on disagreements about what it means to reason well. Some critics argue that there is no universally correct form of reasoning. According to them, education should focus more on teaching subject-specific skills and less on imparting a universal method of thinking. Other objections focus on the allegation that critical thinking is not as neutral, universal, and presuppositionless as some of its proponents claim. On this view, it involves various implicit biases, like egocentrism or distanced objectivity, and culture-specific values arising from its roots in the philosophical movement of the European Enlightenment. The problem of critical thinking is closely connected to that of indoctrination. Many theorists hold that indoctrination is in important ways different from education and should be avoided in education. But others contend that indoctrination should be part of education or even that there is no difference between the two. These different positions