Exploring Criticality in Chinese Philosophy: Refuting Generalisations and Supporting Critical Thinking

Autor/in	Normile, Ian H.
Titel	Exploring Criticality in Chinese Philosophy: Refuting Generalisations and Supporting Critical Thinking
Quelle	In: Studies in Philosophy and Education, 42 (2023) 2, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Normile, Ian H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-022-09855-3
Schlagwörter	Asian Culture; Philosophy; Confucianism; Critical Thinking; College Students; Foreign Students; Cultural Differences; Misconceptions; Persuasive Discourse; Generalization + Suchen Sie Ihr Suchwort? Philosophie; Konfuzianismus; Kritisches Denken; Collegestudent; Kultureller Unterschied; Missverständnis; Persuasion; Persuasive Kommunikation
Abstract	Much of the literature exploring Chinese international student engagement with critical thinking in Western universities draws on reductive essentialisations of 'Confucianism' in efforts to explain cross-cultural differences. In this paper I review literature problematising these tendencies. I then shift focus from inferences about how philosophy shapes culture and individual students, toward drawing on philosophy as a 'living' resource for understanding and shaping the ideal of critical thinking. A cross disciplinary approach employs historical overview and philosophical interpretation within and beyond the Confucian tradition to exemplify three types of criticality common in Chinese philosophy. These are criticality within tradition, criticality of tradition, and critical integration of traditions. The result is a refutation of claims or inferences (intentional or implicit) that Chinese philosophy is not conducive to criticality. While this paper focuses on "types" of criticality, it also reveals a common "method" of criticality within Chinese philosophy, in the form of 'creation through transmission'. This resonates with recent research calling for less confrontational and more dialogical engagement with critical processes. However, I also draw attention to examples of confrontational argumentation within Chinese philosophy, which may provide valuable resources for educators and students. Finally, I conclude careful and explicit consideration is needed regarding the types of criticality sought within Western universities to prevent educators and students from 'speaking past' one and other instead of 'speaking with' one and other in critical dialogue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01