From Critical Thinking to Post-Totalising Orientation

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Authors: M. Evoluit
Cited by: 8
References: 6

Abstract

This article argues that critical thinking, while indispensable, is insufficient for responsible orientation in a post-totalising age. It develops an Evoluist extension of critical thinking: a discipline that moves from the evaluation of justification to the discernment of register, conditions of force, scope, and limits. A claim may be logically sound and evidentially supported, yet still overreach when detached from the conditions under which its force legitimately operates. Central to this extension is register-sensitive orientation — the cultivated capacity to distinguish different kinds of truth-claims and to prevent any one of them from illegitimately colonising the others. The article introduces four practical questions, proposes register mapping as an expansion of argument mapping, analyses the psychological dynamics of register collapse, and elaborates the concept of working paradigms: provisional stabilisations of understanding that are stable enough to sustain thought, action, trust, belonging, and meaning, yet disciplined enough to refuse final possession of Reality. Rather than weakening strong convictions, Evoluism disciplines their limits. It makes possible the holding of truth, meaning, faith, and moral commitment without allowing any of them to become totalising. The article also outlines educational practices for cultivating this orientation while openly acknowledging its own limits and risks. In this way, the transition from critical thinking to post-totalising orientation represents not the abandonment of critique, but its fulfilment as responsible orientation: the capacity to preserve the genuine force of claims, inhabit working stabilisations, and act decisively without permitting any register, paradigm, or conviction to claim final possession of Reality.

Fields of Study & Subjects

Critical and Liberation Pedagogy Education and Critical Thinking Development Educational Philosophies and Pedagogies

Publication details

Journal / source
Zenodo (CERN European Organization for Nuclear Research)
Publication date
23 May 2026
Language
EN
Document type
Preprint