An Analysis of a Feminist Critique of the Claim That the Prime Aim of Education is to Develop Critical Thinking

Critical thinking has typically been touted as a desirable aim of education. I contend that critical thinking can be justified as the prime aim of education. However, this contention has been criticized by some feminist philosophers who suggest that the concept of critical thinking presupposes a male-biased conception of rationality. A number of feminist philosophers have suggested the need for a more inclusive conception of rationality. In this paper I explicate these difficulties as well as propose a definition of critical thinking which averts these difficulties while maintaining an inclusive conception of rationality