By highlighting the critical thinking that (1) analyzes and evaluates arguments for claims about vaccinations and autism, and (2) engages in a form of methodological skepticism that systematically and continuously asks Critical Questions, a philosophical approach is introduced to deal directly and systematically with students' (and publicly popular) misconceptions of (and resistance to) bio-medical knowledge, interventions, and/or technology employed in healthcare or public health. As a result of engaging in a dialogue between philosophy and the bio-medical sciences by means of critical thinking, the educator can help students actively compare their initial conceptions (and publicly popular misconceptions) with more fully scientific conceptions.