Abstract
Even though some authors argue that critical thinking (CT) is almost impossible to be taught to students in non-Western countries since Western and non-Western countries have different cultural background, several studies on CT conducted in Asia, Africa and predominantly Muslim countries have showed that it can be taught to non-Western students. CT has actually been fashionable in non-Western countries, and several non-Western countries have nowadays included it in their educational agenda. In spite of CT’s gaining popularity in non-Western countries, there is very little information as regards what kind of CT which is adopted in those non-Western countries’ education and what CT framework which can work in their teaching-learning processes, especially in the field of ELT. This article attempts to propose a critical thinking framework that can be used in ELT as well as other school subjects. The framework is the result of critically analyzing, examining and synthesizing 20 critical thinking taxonomies, strategies, programs and tests.
Highlights
Indonesia has included critical thinking (CT) in its education
There were some stages conducted in order to generate a CT framework which can be used in education, especially in English Language Teaching (ELT)
This study demonstrates that Philosophy-Based Language Teaching (PBLT) may be a potential tool to promote students’ CT skills in an ELT context as it helps students to respect viewpoints, explain concepts, apply reflective thinking and be critical on an issue
Summary
Indonesia has included critical thinking (CT) in its education. It has been written in the government document (Regulation of the Republic of Indonesia, Number 17 Year 2010 Regarding Educational Management and Administration) as an educational objective in all levels of education. In the non-Western world, CT has been very popular at the level of educational policy development where countries seem keen to incorporate CT into their educational agenda. There is very little information on CT implementation in the countries’ educational sectors, including in the field of English Language Teaching (ELT). There is a gap between policy statements and actual practice in those non-Western countries. There is a need to generate a CT framework that can be used in education, especially in ELT
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