摘要：Based on a taxonomy that includes discourse and ideology as well as logic and truth, thisarticle identifies doubt as the element most critical to critical thinking. Not only isdoubt intrinsic to questioning but it has a dynamic relationship to purposeful thinking.Despite its heightened relevance in an age when the separation of truth and falsehood isdeliberately blurred in media, doubt is not sufficiently recognized in scholarly literatureon critical thinking and is also not favoured by contemporary syllabus design. Usingphilological methods, the article reveals that doubt has been handled imaginatively andpositively throughout the history of ideas; and its relative marginalization in pedagogy isa historical anomaly, aligning only with the early days of Christianity. The article arguesthat if critical thinking is taught without doubt, the syllabus is structurally hostile tocritical thinking.
