In the late 20th century theorists within the radical feminist tradition such as Haraway (1988) highlighted the impossibility of separating knowledge from knowers, grounding firmly the idea that embodied bias can and does make its way into argument. Along a similar vein, Moulton (1983) exposed a gendered theme within critical thinking that casts the feminine as toxic ‘unreason’ and the ideal knower as distinctly masculine; framing critical thinking as a method of masculine knowers fighting off feminine ‘unreason’. Theorists such as Burrow (2010) have picked up upon this tradition, exploring the ways in which this theme of overly masculine, or ‘adversarial’, argumentation is both unnecessary and serves as an ineffective base for obtaining truth. Rooney (2010) further highlighted how this unnecessarily gendered context results in argumentative double binds for women, undermining their authority and stifling much-needed diversity within philosophy as a discipline.These are damning charges that warrant a response within critical thinking frameworks. We suggest that the broader critical thinking literature, primarily that found within contexts of critical pedagogy and dispositional schools, can and should be harnessed within the critical thinking literature to bridge the gap between classical and feminist thinkers. We highlight several methods by which philosophy can retain the functionality of critical thinking while mitigating the obstacles presented by feminist critics and highlight how the adoption of such methods not only improves critical thinking, but is also beneficial to philosophy, philosophers and feminists alike.

中文翻译：

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批判性思维、偏见和女权主义哲学：通过合作构建更好的框架

在 20 世纪后期，激进女权主义传统中的理论家，如 Haraway（1988）强调了将知识与认识者分开是不可能的，坚定地认为体现偏见可以并且确实进入争论。与此类似，Moulton (1983) 揭示了批判性思维中的性别主题，将女性视为有毒的“非理性”，将理想的知识分子视为明显的男性；将批判性思维构建为男性知识者对抗女性“不理性”的一种方法。Burrow (2010) 等理论家已经接受了这一传统，探索了这种过于男性化或“对抗性”主题的论证方式既不必要又是获取真理的无效基础。Rooney (2010) 进一步强调了这种不必要的性别化背景如何导致女性争论的双重约束，削弱她们的权威并扼杀哲学作为一门学科内急需的多样性。这些是值得在批判性思维框架内做出回应的诅咒指控。我们建议更广泛的批判性思维文献，主要是在批判性教学法和倾向性学校的背景下发现的，可以而且应该在批判性思维文献中加以利用，以弥合古典思想家和女权主义思想家之间的差距。我们强调了哲学可以在减轻女权主义批评家提出的障碍的同时保留批判性思维功能的几种方法，并强调采用这些方法不仅可以改善批判性思维，而且还有利于哲学，