In her recent book "Critical lessons: What our schools should teach", Nel Noddings (2006) reminds us of the ancient "Know Thyself" principle as the necessary, albeit more often than not disregarded, goal of education. It was the quest for meanings and evaluation of experience - an examined vs. unexamined life - that Socrates was calling for. Noddings (2006) is adamant about the importance of self-knowledge as the very core of education: "when we claim to educate, we must take Socrates seriously. Unexamined lives may well be valuable and worth living, but an education that does not invite such examination may not be worthy of the label education" (Noddings, 2006, p. 10). Importantly, Noddings does not differentiate between critical and reflective thinking: it is by using self-reflection in the context of personal beliefs and decision making that every domain of human interactions becomes critically examined because no meaning can be given a priori. The structure and dynamics of critical lessons that Noddings proposes specifically for schools cannot be taken in isolation from real life with its multiplicity of experiences and relations with others. All events constituting our practical experience become precisely those critical lessons from which we can and should learn. This paper introduces an interpretive, evaluative, practice as a specific method, which is usually considered esoteric and ipso facto unscientific. It is the practice of Tarot readings that this paper posits in terms of critical lessons embedded in our experience. By addressing this practice in the framework of complexity theory, the paper will de-mystifY the often misunderstood realm of Tarot and will assert its value for education as one of the means to "Know Thyself"; thus it can be considered an educational tool contributing to our learning and, respectively, the evolution of the human mind situated in the larger, both cultural and natural, context.