"Critical Thinking” and the Morass of Liberal Pedagogy

The doctrine of “critical thinking” plays a key role in the dissemination of liberalism and the enforcement of the established (liberal) orthodoxy in schools. “Critical thinking” is, in a way, the passive-aggressive twin brother of cancel culture, adapted to the needs and conditions of the capitalist education system. One of its specific functions is to mask the fact that it is indoctrination. It obscures the fact that part of the purpose of school is to transmit an ideology, because it gives the impression that this is not the case. This is reflected in the name itself.

“Critical thinking” functions less as independent thought than as enforced conformity. Students are encouraged to be critical only of unacceptable ideas, while dissent from orthodoxy is framed as “bias,” “untamed prejudice” or “ideological corruption,” which students are taught to see as the very antithesis of being an enlightened, critically thinking being. After all, you’re supposed to be free of bias—or at least “conscious” of it. Youth are supposed to be “above ideology”; they are supposed to approach every question as neutral observers, to see both sides, to proceed only from facts and evidence rather than one’s material stakes in a conflict.

In the past, the dominant ideology could be transmitted to people in large part under the guise of religion. While this is still the case, the ruling class has added tools to its arsenal. Today the education and ideological indoctrination of the younger generation in the interests of capital is also carried out in part under the banner of “critical thinking.” What this has in common with religion is that both are used as a cudgel against dissenting voices and as a means of deceiving people. This is a question I encounter pretty much every day at school in Toronto.

Let me illustrate. Recently, my French teacher organized a debate in my class about the ban on social media in Australia. I was strongly opposed to this measure (as was the majority of the class) and argued against it vehemently. My teacher was visibly frustrated and tried to get us to think about the “pros”—such as “fighting the algorithm,” “protecting children,” etc.—rather than “just seeing the cons.” Of course this backfired as we ended up developing arguments to counter the so-called “pros.”

The next day I walked into class and, lo and behold, we were to have another debate on the same topic, except this time my teacher had changed the question. Whereas the day before, the question was whether we were for or against the ban, today the question was “explain why the government is right to implement such a ban.” No more having your own opinion! No more taking a clear stand! No more debating as a partisan with a stake in the issue! Seeing that I was indignant and visibly frustrated (and I wasn’t the only one!), my teacher approached me, crouched down, and said in a paternalistic and condescending tone that he was “challenging” me, challenging all of us, to “think critically.”

To be clear, we are obviously not against the idea of “critical thinking” in the abstract any more than we’re against the idea of “diversity” or “multiculturalism” in the abstract. What we’re opposed to is the usage of these ideas as political tools wielded by the ruling class to further its interests.

The main talking point by the right wing on the education system is that it is indoctrination and about imparting liberal/woke ideology to the youth. They situate “critical thinking” in this context, correctly seeing it as a protective shield for this ideology. Liberals react hysterically to this by throwing around statements like “if you think learning critical thinking is indoctrination, then you’re already lost, my friend.” Unless the left exposes this doctrine honestly, the right will continue to monopolize opposition.

As Trotsky and Lenin both wrote, neither science nor education can be impartial in a society based on class antagonisms. Education is contradictory because it trains students while also transmitting the ideology of the ruling class. I encourage students and teachers to think critically about “critical thinking.”