My research spans two sites of inquiry connected by a common critical concern: how institutions and discourses shape what people are able to think, and about whom. Within higher education, my scholarship of teaching and learning examines how the capacities most central to psychological education - reflective and critical thinking - can be deliberately scaffolded and meaningfully assessed, a question given new urgency by the arrival of generative AI in assessment contexts. This work extends to the design of effective group work, and to the challenge of implementing relational pedagogies at scale within systems whose market logics push in precisely the opposite direction. Alongside this, my critical social psychological research examines online gender discourse, including incel communities and the broader manosphere, where I trace the deepening polarisation between heterosexual men and women in digital spaces. This strand carries a reflexive edge: I am particularly interested in psychology's own complicity - the ways in which evolutionary psychological discourses, produced within the discipline, are taken up and weaponised within manosphere communities to naturalise misogyny. Across both strands, the underlying question is the same: what responsibility does psychology bear for the thinking it produces, and how might we educate psychologists capable of recognising that responsibility?