In this symposium, the author comments on an article written about critical thinking in economics. The author leans toward the view that undergraduate economics should continue to be focused around core tenets and basic models--what the article refers to as little-think critical thinking--while, at the same time, students should be given clear guidance about how to use these models and how to put them in a broader context. The big-think questions are what motivate professors and students to study economics. But grappling with the little-think models is what allows them to achieve clarity and rigor in their thinking.