From cognitive critical think to emancipatory critical thinks

Abstract

The notion of critical thinking in the field of education has recently gained prominence. Like all concepts, notions acquire a meaning whose interpretation varies depending on their articulation with other notions. This work explores the ethical and political implications that give meaning to the notion of critical thinking, specifically in the field of education. Two theoretical issues are addressed: first, critical thinking is presented as a cognitive ability, focused on cognitive training and the use of knowledge to solve problems; subsequently, critical thinking is discussed as a political stance, from which social analyses are developed to make visible the structures that generate inequalities. This latter position aspires to social transformation. The text is an open invitation to the configuration of a new field that recovers any proposal (theoretical and/or practical) in favor of the eradication of any type of exploitation.