In this paper, I propose to integrate two developing subjects of humanities education, namely Critical Thinking (CT) and Science, Technology and Society (STS). The two educational subjects have some motivations in common (such as fostering critical attitude and understanding science and technology), but there are aspects in which they do not fit together well. For example, the deficit model of communication is accused in STS, but the main mode of education in CT is actually based on the model. To solve the problem, I introduce a series of conceptual devices (such as 'bilateral CT model' and 'meta CT') that help the integration of two subjects. I also briefly propose a concrete model of education, namely debate-induced CT education, which naturally integrates CT and STS.