Understanding critical thinking in Chinese sociocultural contexts: A case study in a Chinese college

Abstract

The presented research examines Chinese students’ conceptualization of critical thinking through a qualitative study interviewing 46 Chinese college students. This study finds that Chinese students tend to conceptualize critical thinking as a multi-faceted concept. Cognitive thinking skills, intellectual autonomy, and the omnipresence of positive and negative aspects are commonly mentioned in the students’ definitions of critical thinking (among other concepts). The study finds that there are unique qualities in Chinese students’ conceptualizations of critical thinking that need to be understood in Chinese sociocultural contexts. This project proposes ways to understand and study Chinese students not previously considered in critical thinking literature.