The present article addresses the question of whether, and to what extent, critical thinking should make attunement to current social and political landscapes central to its practice. I begin by outlining what I consider to be the basic positions in the debate about the political contextualisation of critical thinking, which are referred to as the crypto-Enlightenment and the critical pedagogical models. I argue, on the basis of various strands of research, that there is a prima facie case to be made in favour of the critical pedagogical position that favours forefronting the social and political context of critical thinking and thinking in general. I then draw attention, however, to problems of coherence and justification in the critical pedagogical position, before turning, finally, to an alternative grounding of critical thinking that takes seriously the historical and social contextualisation of thinking without the coherence problems of critical pedagogy. My conclusion is that while the critical pedagogical model is right to point to the fatal incompleteness of Enlightenment-style critical thinking due to its failure to properly acknowledge the norm-saturated nature of historical consciousness, critical pedagogy itself fails to offer a coherent alternative to the problem of integrating value and rationality in a more full-blown grounding of critical thinking. I suggest that a hermeneutical model that integrates the rational, axiological and historical moments in consciousness provides a more satisfying foundation for understanding the trajectory and purpose of critical thinking.

中文翻译：

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嵌入式理性和批判性思维的语境化

本文探讨了批判性思维是否以及在多大程度上应使其适应当前的社会和政治环境成为其实践的核心问题。我首先概述了我认为在关于批判性思维的政治语境化的辩论中的基本立场，这些立场被称为加密启蒙和批判性教学模型。我认为，在各种研究的基础上，有一个初步证据表明有利于批判性教学立场的支持，这种立场有利于将批判性思维和一般思维的社会和政治背景置于前沿。然而，我随后提请注意批判性教学立场的连贯性和正当性问题，最后转向 批判性思维的另一种基础，它认真对待思维的历史和社会语境化，而没有批判性教育学的连贯性问题。我的结论是，虽然批判教育学模式正确地指出了启蒙式批判性思维的致命不完整性，因为它未能正确承认历史意识的规范饱和性质，但批判教育学本身未能提供一个连贯的替代方案在更全面的批判性思维基础中整合价值和理性的问题。我认为，一个整合了意识中理性、价值论和历史时刻的解释学模型为理解批判性思维的轨迹和目的提供了一个更令人满意的基础。