Abstract
Over the past years, fostering critical thinking abilities has become one of the priorities in education in China. So far, much research has been conducted to explore how to resort to Western critical thinking methods to cultivate critical thinking abilities among Chinese students. Meanwhile, among much research in incorporating Confucian educational thought into current English teaching in China, little research has been done to explore the possibility of rendering Confucian conception of critical thinking to this endeavor. This paper argues that Confucian conception of critical thinking possesses similar complementary components to those of the Western conception of critical thinking. Through literature review and text analysis, this paper reviews the Confucian conception of critical thinking and the socio-cultural background that impact its development. Reflection on a case study and field observation shows that Confucian “enlightening approach” works effectively in today’s effort in critical thinking cultivation in English teaching; Confucius’ description of five-phase comprehensive learning process could be materialized in English teaching to progress from lower level learning (knowledge, comprehension, application) towards higher level learning (analysis, synthesis, and evaluation); Confucian conception of critical thinking, described as “contextual critique’ by some Western scholar, could complement Western critical thinking in a positive way. The paper suggests in-depth research in constructing the theoretical framework for the Confucian conception of critical thinking, investigation of other approaches to foster critical thinking abilities besides the “enlightening approach,” and thorough studies of current empirical research on critical thinking in TEFL in China so as to see how they can be applied in materializing Confucian conception of critical thinking.
Highlights
Confucius, a great thinker and educator in ancient China, has made lasting impact on teaching and learning in China and other East Asian countries
Li found in her comparative study, in terms of purpose of learning among Chinese students, “ideas in this (Chinese) group are central to Confucianism, which regards to learning as the only pathway toward the highest goal of life: self-perfection” [4]
As such, teaching English as a foreign language in China sees the meeting of two thinking patterns, including Confucian critical thinking and Western critical thinking
Summary
A great thinker and educator in ancient China, has made lasting impact on teaching and learning in China and other East Asian countries. According to House et al, East Asian countries ( known as the Confucian Asian countries) including China, and South Korea have been deeply influenced by Confucian educational philosophies [3]. Li found in her comparative study, in terms of purpose of learning among Chinese students, “ideas in this (Chinese) group (the heart and mind for wanting to learn, diligence, hardship, steadfastness, concentration, humility, the desire) are central to Confucianism, which regards to learning as the only pathway toward the highest goal of life: self-perfection” [4]. Marginson observed the dynamic educational system operated in Asia as the “Confucian Model” which serves as an edge for Asian universities to compete with Western universities and offers a unique model for the universities in the world
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