Why does traditional China education system place less importance on critical thinking than western system? An evaluation of how to implement critical thinking in Chinese education effectively

Abstract

Critical thinking is often regarded as a fundamental aim and overriding ideal of education. Israel Scheffler suggested critical thinking “is vital important in the conception and organization of educational activities” (Scheffler, 1989:1). Ken Brown (1998:1) also expressed the view that critical thinking is one of a number of core skills to promote eventual workplace adaptability when students leave school. Many educators and theorists have highlighted the importance of critical thinking and held the view that China has an anti-critical thinking attitude. Nisbett (2003) claimed that there are different thinking styles between East and West, and East Asians have a stronger tendency to think ‘illogically’ than do westerners. Furthermore, Ryan and Louie (2008) reported that the methods of thinking of Asian, particularly Chinese students, have been labeled ‘surface’, ‘harmonious’, ‘dependent’ and so forth; uncritical attributes rather than westerner’s ‘deep’, ‘adversarial’, ‘independent’ study attitudes. However, there has been little research reported on why Chinese students have the anti-critical thinking attitude in the contemporary educational system.