It seems tempting to view Critical Pedagogy (CP) as an ideologically biased form of Critical Thinking (CT), and even if we agree with the concept of an oppressive class structure existing in society, we still may prefer CT as the purer of the two. If we step back into a historicist's understanding of knowledge and ideology it CP might make some more sense.
CT would innately be committed to an understanding of the world at face value, at ideologies being accepted and rejected in each era based on the strength of their arguments alone and not on context. This is an incomplete view of the world. CT also inclines toward the prevalent atomisation of the consumer and laborer under capitalism, CT makes a more discerning consumer and a laborer more able to deal effectively with his exploitation, but that is the limit of the subjectification reached through CT.
CT would innately be committed to an understanding of the world at face value, at ideologies being accepted and rejected in each era based on the strength of their arguments alone and not on context. This is an incomplete view of the world. CT also inclines toward the prevalent atomisation of the consumer and laborer under capitalism, CT makes a more discerning consumer and a laborer more able to deal effectively with his exploitation, but that is the limit of the subjectification reached through CT.
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