Contemporary societies place unprecedented demands on the reasoning capacities of their citizens, workers, and leaders. This paper examines critical thinking and logic as complementary resources for enhancing human capacity development. Adopting a conceptual and analytical method, it clarifies the key terms, situates the discussion within human capital theory, the capability approach, and constructivist learning theory, and explains how the disciplines of formal and informal logic supply the tools of valid argument on which critical thinking depends. The paper analyses the dispositions and cognitive obstacles that shape reasoning, and it evaluates a set of practical strategies: Socratic questioning, argument analysis and mapping, problem-based and case-based learning, structured debate, reflective writing, the integration of logic across curricula, media and information literacy, authentic assessment, and teacher development. Special attention is given to the challenges facing educational systems in Nigeria and other developing contexts, including large classes, examination-driven rote learning, and limited resources. The paper argues that critical thinking without logical discipline drifts into mere scepticism or opinion, while logic without critical dispositions remains inert technique, and that capacity development is most effective where the two are taught together, in context, and across the lifespan. It proposes an integrated framework for institutions, and it concludes with recommendations for policy, pedagogy, and further research.