By Manon Bolduc

Publié le 16 juin 2026

Education should not only transmit knowledge but also develop critical thinking skills. According to Chomsky (1989), in Necessary Illusions: Thought Control in Democratic Societies, “Citizens of the democratic societies should undertake a course of intellectual self-defence to protect themselves from manipulation and control, and to lay the basis for meaningful democracy.” This statement illustrates the importance of learning how to question information and think independently.  

The concept of intellectual self-defence was popularized in Quebec by the philosopher, essayist, and former teacher at the Université du Québec à Montréal, Normand Baillargeon. In his book Petit cours d’autodéfense intellectuelle, he proposes tools for critical thinking that include language, logic and mathematics. These disciplines are part of the general education curriculum in CEGEPs and philosophy is part of the core curriculum for all students. Philosophy courses in Quebec’s CEGEPs originate from the Parent Report, which establishes general education as a foundation of the system. 

Philosophy courses in CEGEPs help students develop intellectual self-defence skills by enabling them to recognize cognitive biases and logical fallacies, build and justify their own arguments, and think critically about complex issues.  

“One thing that is done in the first philosophy course is to study cognitive biases and fallacious arguments. Once you learn to recognize different types of fallacies, you realize that they constantly pollute the prevailing discourse,” [translation] said François Privé, philosophy teacher at Collège d’Alma. Students are asked, among other things, to find fallacies in texts such as newspaper articles. This allows them not to accept an idea without questioning it. 

Another essential skill that students learn is to construct arguments and justify their ideas. They must also develop counterarguments, which lead them to recognize that there is rationality on both sides. “Seeing the rational basis of arguments that contradict yours brings nuance to your thinking. This is important for defending yourself intellectually,” [translation] clarified Louis-Philippe Couture, philosophy teacher at Collège d’Alma.  

Finally, the development of critical thinking is a central component of philosophy courses and is among the objectives established by Quebec’s Ministère de l’Enseignement supérieur. One of these objectives is to promote “critical reflection on a range of issues, including the impact of media on behaviour and ways of thinking” [translation]. This aligns with the idea expressed in the Parent Report regarding the benefits of philosophy: “A person who has been initiated, even briefly, into the discipline of philosophy will be more aware and more free; accustomed to reflecting and re-examining problems, he or she will be less likely than others to give in to propaganda or irrational collective movements […]. The ethical value of this training is immeasurable” [translation]. 

In the end, philosophy courses do not only transmit knowledge, they give students the skills to analyze, question and resist manipulation, which constitutes true intellectual self-defence. 

“General knowledge also cultivates intellectual self-defence. Engaging with the thought of the humanist tradition allows us to see how perspectives have evolved and opens the mind. It adds nuance to our thinking and helps our society be less polarized,” [translation] concluded Louis-Philippe Couture.

BIBLIOGRAPHY

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