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“I know it’s good to be a critical thinker and to be able to ask lots of good questions, but I don’t know what questions to ask or how to ask them.” Indeed, many people speak about learning or teaching critical thinking, and these people know that critical thinking requires the systematic asking of questions. But which questions? And how does each of those questions contribute to a thoughtful and fair evaluation of what someone else is saying? We are now on our 12th edition of a book that we wrote in response to exactly this situation. Democracy works best with a public capable of critical thinking! We can be more confident of our decisions and beliefs when we have formed them after asking critical questions. We can be proud that before anything gets into our heads, it passes particular standards that both we and thinking people in multiple cultures respect. From the beginning, our book has been a work in progress, as we continue to incorporate input from our students and from the many teachers using this book. While we continue to be immensely pleased by this book’s success and the positive feedback from many readers from many countries, we cannot also help but notice the need for a greater-than-ever expansion of efforts to educate the public in “asking the right questions.” People in high places, who should know better, label facts “fake news” and justify their claims by saying they have alternative facts. That facts may be in dispute, or that facts are incomplete and need to be supported by yet more facts, is all to the good. Such language could alert us to the complexity of making claims about “reality.” But suggesting that facts I have are equivalent to facts you have just because I want to reach a particular conclusion is intellectual dishonesty of the worst order. We very much need critical thinking always, but especially at this moment in history where some refer to science as “just another perspective.” Selecting which new suggestions to embrace and which to reject has become increasingly difficult. We are bombarded daily with efforts to persuade us, many of which are highly polarized and appeal much more to the emotional part of the brain than to the reasoning part. We encounter a general, immense disrespect for evidence; the sloppy use of language; and substitution of hollering for reason in so much of our public discussion. “Truthiness,” or a lack of concern for the truth, becomes more and more common. Always uppermost in our mind has been the desire to retain the primary attributes of Asking the Right Questions, while adjusting to new emphases in our own thought and the evolving needs of our readers. For instance, we want most of all to keep this book concise, readable, and short. Also, our experience has convinced us that the short book succeeds in the job for which it was intended—the teaching of critical-thinking questioning skills.