Conceptions and Practices of Critical Thinking in Chinese Schools: An Example from Shanghai

Autor/in	Tan, Charlene
Titel	Conceptions and Practices of Critical Thinking in Chinese Schools: An Example from Shanghai
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 56 (2020) 4, S.331-346 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Charlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2020.1757446
Schlagwörter	Critical Thinking; Foreign Countries; Principals; Administrator Attitudes; High Stakes Tests; Social Values; Cultural Influences; Didacticism; Textbooks; Teacher Student Relationship; Elementary Schools; Secondary Schools; Inquiry; Problem Solving; Educational Practices; Educational Change; China (Shanghai) + Suchen Sie Ihr Suchwort? Kritisches Denken; Ausland; Principal; Schulleiter; Sozialer Wert; Cultural influence; Kultureinfluss; Didaktisierung; Textbook; Text book; Schulbuch; Lehrbuch; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Grundschule; Volksschule; Sekundarschule; Problemlösen; Bildungspraxis; Bildungsreform
Abstract	Drawing on MacIntyre's notion of rationality, this article examines the conceptions and practices of critical thinking in Chinese schools. Focusing on the perceptions of school leaders in Shanghai, this study reports that they interpreted critical thinking primarily as personal inquiry and problem solving. They drew attention to the promotion of critical thinking under the current education reform and highlighted ongoing challenges arising from the high-stakes assessments and prevailing socio-cultural values. This paper shows that definitions and applications of critical thinking in Chinese schools are rooted in and shaped by socially embodied and historically contingent traditions. Cultural influences are manifested in an exam-oriented system, an emphasis on didactic teaching, the centrality of textbooks, a non-confrontational view of critical thinking, and a hierarchical relationship between the teacher and students. The example of Shanghai foregrounds the existence and legitimacy of diverse approaches to and expressions of critical thinking across contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01