This article argues that the development of criticality in the three domains of knowledge, self and the world can and should be a goal for undergraduate learning in the sciences. It presents empirical evidence that this can be facilitated through teaching and learning that places a strong emphasis on the social dimensions of both the exercise and nature of criticality. Given the opportunity to discuss science as both an ongoing process and a human endeavour situated within a social context, students appeared to be able to adopt a hyperopic view allowing for high levels of criticality. When reflecting on their learning, students frequently ascribed developments in their thinking to the interactional, relational nature of the learning environment.