Publication Cover
Educational Studies
A Journal of the American Educational Studies Association
Volume 56, 2020 - Issue 4
1,209
Views
12
CrossRef citations to date
0
Altmetric
Articles

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

ORCID Icon

References

  • Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71–94. doi:10.2307/3587975
  • Bailin, S. (1995). Is critical thinking biased? Clarifications and implications. Educational Theory, 45(2), 191–197. doi:10.1111/j.1741-5446.1995.00191.x
  • Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualising critical thinking. Journal of Curriculum Studies, 31(3), 285–302. doi:10.1080/002202799183133
  • Barnett, K., & McCormick, J. (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 406–434. doi:10.1177/0013161X03261742
  • Bernstein, R. (1992). The new constellation. Cambridge, MA: MIT Press.
  • Biggs, J. B. (1996). Western misperceptions of the Confucian-heritage learning culture. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 45–67). Hong Kong: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
  • Bonnett, M., & Cuypers, S. (2003). Autonomy and authenticity in education. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. 326–340). Malden, MA: Blackwell Publishing
  • Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organising schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
  • Burbules, N. C. (1995). Reasonable doubt: Toward a postmodern defense of reason as an educational aim. In W. Kohli (Ed.), Critical conversations in philosophy of education (pp. 82–102). New York, NY: Routeldge.
  • Cai, B., & Jin, Y. (2010). Woguo jichu jiaoyu gaige de xianshi jingyu yu weilai jueze [Realistic circumstances and future choices of reforms in basic education in China]. Journal of Shanghai Normal University (Philosophy and Social Sciences Edition), 39(1), 92–102.
  • Cai, L.-y. (2010). Zai yingyu jiaoxue zhong zhuzhong peiyang daxuesheng pipanxing siewei de nengli [On cultivation of critical thinking in English teaching for college students]. Lanzhou Jiaoyu Xueyuan Xuebao, 26(3), 95–97.
  • Chiu, Y.-C. J. (2009). Facilitating Asian students’ critical thinking in online discussions. British Journal of Educational Technology, 40(1), 42–57. doi:10.1111/j.1467-8535.2008.00898.x
  • Dike, S. E., Kochan, F. K., Reed, C., & Ross, M. (2006). Exploring conceptions of critical thinking held by military educators in higher education settings. International Journal of Leadership in Education, 9(1), 45–60. doi:10.1080/13603120500448147
  • Ennis, R.H. (1998). Is critical thinking culturally biased? Teaching Philosophy, 21(1), 15–33.
  • Femke, G., Sleegers, P., Leithwood, K., & Jantzi, D. (2003). Transformational leadership effects on teachers’ commitment and effort toward school reform. Journal of Educational Administration, 41(3), 228–256. doi:10.1108/09578230310474403
  • Feucht, F. C., & Bendixen, L. D. (2010). Personal epistemology in the classroom: A welcome and guide for the reader. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 3–28). New York, NY: Cambridge University Press.
  • Garrison, J., & Neiman, A. (2003). Pragmatism and education. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. 21–37). Malden, MA: Blackwell Publishing.
  • Gellner, E. (1992). Reason and culture: The historic role of rationality and rationalism (p. 15). Cambridge, MA: Blackwell.
  • Grosser, M.M., & Lombard, B. J. J. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24(5), 1364–1375. doi:10.1016/j.tate.2007.10.001
  • Guo, J.-Y. (2011). Guanzhu gaozhong lishi jiaoxue zhongxuesheng pipanxing siwei de tisheng [A focus on raising the critical thinking of students in the teaching of high school history]. Zhongxue Kecheng Fudao: Jiaoshi Jiaoyu, 7, 36.
  • Hallinger, P., & Heck, R. H. (1998). Exploring the principal’s contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9(2), 157–191. doi:10.1080/0924345980090203
  • Hasan, R. (2003). Globalisation, literacy and ideology. World Englishes, 22(4), 433–448. doi:10.1111/j.1467-971X.2003.00311.x
  • Haworth, L. (1986). Autonomy: An essay in philosophy, psychology and ethics. New Haven, CT and London: Yale University Press.
  • Howe, E. R. (2004). Canadian and Japanese teachers’ conceptions of critical thinking: A comparative study. Teachers and Teaching, 10(5), 505–525.
  • Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93–105. doi:10.1080/07908310208666636
  • Huang, R. J., & Leung, K. S. F. (2004). Cracking the paradox of Chinese learners: Looking into the Mathematics classrooms in Hong Kong and Shanghai. In L.-H. Fan, N.-Y. Wong, J.-F. Cai & S.-Q. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 348–381). Singapore: World Scientific.
  • Jin, S. (2007). Kecheng gaige: Yixiang buneng jiyu qiucheng de panda gongcheng [Curriculum reform: A major project that cannot be accomplished in a hurry]. In Q. Zhong & G. Wu (Eds.), Fansi Zhongguo jiaoyu [Reflections on education in China] (pp. 136–140). Shanghai: East China Normal University Press.
  • Kim, H.-K. (2003). Critical thinking, learning and Confucius: A positive assessment. Journal of Philosophy of Education, 37(1), 71–87. doi:10.1111/1467-9752.3701005
  • Kim, T. (2009). Confucianism, modernities and knowledge: China, South Korea and Japan. In R. Cowen & A. M. Kazamias (Eds.), International handbook of comparative education (pp. 857–872). Dordrecht: Springer.
  • Lee, W. O. (1996). The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 25–41). Hong Kong: CERC and ACER.
  • Li, J. (2004). A Chinese cultural model of learning. In L.-H. Fan, N.-Y Wong, J.-F Cai & S.-Q  (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 124–156). Singapore: World Scientific.
  • Li, S. (2012). Ketang jiaoxue gaige de tansuo yu tuijin [Exploration and implementation of classroom teaching reform]. In J. Yang (Ed.), Zhongguo jichu jiaoyu kecheng gaige tuijin yanjiu [Research on the implementation of curriculum reform for basic education in China] (pp. 146–173). Nanjing: Jiangsu Jiaoyu Chubanshe.
  • Liu, H.-z. (2011). Lun gaoshi xuesheng pipanxing siwei de peiyang [A discussion on the cultivation of critical thinking in pre-service teachers]. Journal of Chifeng University (Natural Science Edication), 27(12), 252–254.
  • MacIntyre, A. (1981). After virtue. London: Duckworth.
  • MacIntyre, A. (1988). Whose justice? Which rationality? London: Duckworth.
  • Mason, M. (2007). Critical thinking and learning. Educational Philosophy and Theory, 39(4), 339–349. doi:10.1111/j.1469-5812.2007.00343.x
  • McBride, R. E., Xiang, P., Wittenburg, D., & Shen, J. (2002). An analysis of preservice teachers’ dispositions toward critical thinking: A cross-cultural perspective. Asia-Pacific Journal of Teacher Education, 30(2), 131–140. doi:10.1080/13598660220135649
  • McGuire, J.M. (2007). Why has the critical thinking movement not come to Korea? Asia Pacific Education Review, 8(2), 224–232. doi:10.1007/BF03029258
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: SAGE Publications Ltd.
  • Ministry of Education of the PRC. (2001). Guidelines for curriculum reform in basic education, draft. Beijing: Ministry of Education.
  • Mitchell, B. (1997). Tradition. In P.L. Quinn & C. Taliaferro (Eds.), A companion to philosophy of religion (pp. 591–597). Malden: Blackwell Publishing.
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506–522. doi:10.1080/03075079.2011.586995
  • Neiman, A. (1995). Wittgenstein, liberal education, philosophy. In P. Smeyers & J. D. Marchall, (Eds.), Philosophy and education: Accepting Wittgenstein’s challenge (pp. 77–91). Dordrecht: Kluwer Academic Publishers.
  • Nugent, S. M. (1990). Five prerequisites for teaching critical thinking. Research and Teaching in Developmental Education, 6, 85–96.
  • Organisation for Economic Co-operation and Development (OECD). (2010). Shanghai and Hong Kong: Two distinct examples of education reform in China. Retrieved April 12, 2011 from http://www.oecd.org/dataoecd/34/45/46581016.pdf.
  • Paul, R. (1984). Teaching Critical Thinking in the ‘Strong Sense’: A focus on self-deception, world views, and a dialectical mode of analysis. Informal Logic, 4(2), 2–7. doi:10.22329/il.v4i2.2766
  • Paul, R. (1987). Dialogical thinking: Critical thought essential to the acquisition of rational knowledge and passions. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 127–148). New York, NY: W.H. Freeman and Company.
  • Peters, M. A. (2007). Kinds of thinking, styles of reasoning. Educational Philosophy and Theory, 39(4), 350–363. doi:10.1111/j.1469-5812.2007.00344.x
  • Ryan, J., & Louie, K. (2007). False Dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning. Educational Philosophy and Theory, 39(4), 404–417. doi:10.1111/j.1469-5812.2007.00347.x
  • Scollon, S. (1999). Not to waste words or students: Confucian and Socratic discourse in the tertiary classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 13–27). Cambridge: Cambridge University Press.
  • Shanghai Municipal Education Commission. (1998). Guanyu erqi kegai [About the second curriculum reforms]. Retrieved April 12, 2011 from http://usharelove234.blog.163.com/blog/static/14046621620102895854202/.
  • Shanghai Municipal Education Commission. (2004). Shanghaishi putong zhongxiaoxue kecheng fangan [Curricular plan for mainstream primary and secondary schools in Shanghai city]. Retrieved April 12, 2011 from www.shjhgz.com/yjxx/fangan.doc.
  • Shanghai Municipal Education Commission. (n.d). Shanghaishi putong zhongxiaoxue kecheng fangan shixinggao shuoming [Explanation of the draft curricular plan for mainstream primary and secondary schools in Shanghai city]. Retrieved April 12, 2011 from www.shmec.gov.cn/attach/article/72.doc.
  • Shanghai Municipal Government. (2010). Shanghai yearbook 2009. Shanghai: Shanghai Municipal Government.
  • Smeyers, P., & Marshall, J.D. (1995). Epilogue. In P. Smeyers & J. D. Marchall (Eds.), Philosophy and education: Accepting Wittgenstein’s challenge (pp. 221–224). Dordrecht: Kluwer Academic Publishers.
  • Tan, C. (2012). The culture of education policy making: Curriculum reform in Shanghai. Critical Studies in Education, 53(2), 153–167. doi:10.1080/17508487.2012.672333
  • Tan, C. (2013). Learning from Shanghai: Lessons on achieving educational success. Dordrecht: Springer.
  • Tan, C. (2015). Education policy borrowing and cultural scripts for teaching in China. Comparative Education, 51(2), 196–211. doi:10.1080/03050068.2014.966485
  • Tan, C. (2016a). Educational policy borrowing in China: Looking West or looking East? Oxon: Routledge.
  • Tan, C. (2016b). Tensions and challenges in China’s education policy borrowing. Educational Research, 58(2), 195–206. doi:10.1080/00131881.2016.1165551
  • Tan, C. (2017a). Constructivism and pedagogical reform in China: Issues and challenges. Globalisation, Societies and Education, 15(2), 238–247. doi:10.1080/14767724.2015.1105737
  • Tan, C. (2017b). Teaching critical thinking: Cultural challenges and strategies in Singapore. British Educational Research Journal, 43(5), 988–915. doi:10.1002/berj.3295
  • Tan, C. (2017c). The enactment of the policy initiative for critical thinking in Singapore schools. Journal of Education Policy, 32(5), 588–603. doi:10.1080/02680939.2017.1305452
  • Tan, C. (2019). Comparing high-performing education systems: Understanding Singapore, Shanghai, and Hong Kong. Oxon: Routledge.
  • Taylor, C. (1991). The ethics of authenticity. Cambridge, MA: Harvard University Press.
  • Tian, J., & Low, G. D. (2011). Critical thinking and Chinese university students: A review of the evidence. Language, Culture and Curriculum, 24(1), 61–76. doi:10.1080/07908318.2010.546400
  • Tiwari, A., Avery, A., & Lai, P. (2003). Critical thinking disposition of Hong Kong Chinese and Australian nursing students. Journal of Advanced Nursing, 44(3), 298–307. doi:10.1046/j.1365-2648.2003.02805.x
  • Turner, Y. (2006). Students from mainland China and critical thinking in postgraduate Business and Management degrees: Teasing out tensions of culture, style and substance. The International Journal of Management Education, 5(1), 3–11. doi:10.3794/ijme.51.131
  • Walliman, N. (2005). Your research project (2nd ed.). London: SAGE Publications Ltd.
  • Walthew, P. J. (2004). Conceptions of critical thinking held by nurse educators. Journal of Nursing Education, 43(9), 408–411. doi:10.3928/01484834-20040901-04
  • Wu, G. (2007). Weishenme dui kebian chongman xinxing? [Why be confident about curriculum change?]. In Q. Zhong & G. Wu (Eds.), Fansi zhongguo jiaoyu [Reflections on education in China] (pp. 164–166). Shanghai: East China Normal University Press.
  • Yao, H., & Xu, Z. (Eds.). (2014). Zhongguo xibu fazhan baogao [Annual report on development in Western region of China]. China: Shehui Kexue Wenxian Chubanshe.
  • Zhai, J.-Y. (2015). Pipanxing siwei kecheng, weishenme shuo zhongguo haisi tai xuyao le? [Critical thinking curriculum, why claim that Chinese students really need it?]. Zhongguo Jiaoyu Bao, May 11. Retrieved October 12, 2016 from http://www.aiweibang.com/yuedu/25675443.html.
  • Zhang, C.-W., & Yuan, Q.-f. (2015). Jiyu xinxi jishu keji xueke de pipanxing siwei nengli peiyang yanjiu [Research on cultivating Information Technology-based critical thinking ability]. Zhongguo Xueshu Qikan, 25(7), 44–48.
  • Zhang, W., & Bray, M. (2018). Equalising schooling, unequalising private supplementary tutoring: Access and tracking through shadow education in China. Oxford Review of Education, 44(2), 221–238. doi:10.1080/03054985.2017.1389710.
  • Zhong, Q. (2007). Kecheng gaige: Tiaozhan yu fansi [Curriculum reform: Challenges and reflections]. In Q. Zhong & G. Wu (Eds.), Fansi Zhongguo jiaoyu [Reflections on education in China] (pp. 113–122). Shanghai: East China Normal University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.