This paper discusses the technical, humanistic, and critical paradigms presented by Plumb and Welton (2001) in making the case that all three dimensions are essential to the education of individuals who will function effectively in a context of rapid social and technological change and numerous social problems. The paper makes the point that, in addition to technical skills and competencies, tertiary‐level, professional education should provide students with non‐technical skills such as critical and analytical thinking, problem solving, dialogue, independent thinking, tolerance, self‐directedness, and develop in them a sense of urgency to enable them to assess and analyze various situations and problems and to find solutions for the challenges they encounter in a responsible manner. In other words, tertiary education should serve both an individual and a social end.