Epistemological flashpoint in China’s classroom reform: (How) can a ‘Confucian do-after-me pedagogy’ cultivate critical thinking?

References

• Ames, R. T. (2011). Confucian role ethics: A vocabulary. Hong Kong: Chinese University Press.
   Google Scholar
• Ames, R. T. (2016). On teaching and learning (Xueji學記): Setting the root in Confucian education. In X. Di & H. McEwan (Eds.), Chinese philosophy on teaching and learning: Xueji (學記) in the twenty-first century (pp. 21–38). Albany: State University of New York Press.
   Google Scholar
• Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29(1), 1–32.
   Web of Science ®Google Scholar
• Bakken, B. (2000). The exemplary society: Human improvement, social control, and the dangers of modernity in China. Oxford, UK: Oxford University Press.
   Google Scholar
• BBC. (2015). Are our kids tough enough? https://www.youtube.com/watch?v=MzV2U_npIws
   Google Scholar
• Chen, A. (2015). Guopei jihua shishizhong cunzai de wenti ji duice [Problems in implementing the National Teacher-Training Plan and possible solutions]. Zhongxiaoxue Jiaoshi Peixun, (7), 8–11.
   Google Scholar
• Chen, B. S. (2017). Nvli Banhao Renming Manyi Jiaoyu [Developing education to the satisfaction of people]. People’s Daily, September 8, 2017.
   Google Scholar
• Chen, L. (2016). The ideas of ‘educating’ and ‘learning’ in Confucian thought. In X. Di & H. McEwan (Eds.), Chinese philosophy on teaching and learning: Xueji (學記) in the twenty-first century (pp. 77–96). Albany: State University of New York Press.
   Google Scholar
• Clarke, D. J., Xu, L., & Wan, M. E. V. (2013). Choral response as a significant form of verbal response in mathematics classrooms in seven countries. In A. M. Lindmeier & A. Heinze (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, Kiel, Germany: PME, pp. 201–208.
   Google Scholar
• Davidson, C. (2012). Ethnomethodology and literacy research: A methodological “road less travelled”. English Teaching: Practice and Critique, 11(1), 26–42.
   Web of Science ®Google Scholar
• de Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. New York: Cambridge University Press.
   Google Scholar
• Dello-Iacovo, B. (2009). Curriculum reform and ‘Quality Education’ in China: An overview. International Journal of Educational Development, 29(3), 241–249.
   Web of Science ®Google Scholar
• Deng, Z. (2010). Curriculum making in the new curriculum reform: Structure, process and meaning. In H. B. Yin & J. C. K. Lee (Eds.), Curriculum reform in China: Current Issues and Challenges (pp. 31–46). New York, NY: Nova Science Publishers.
   Google Scholar
• Dewey, J. (1933). How we think: A restatement of the reflective thinking to the educative process. Boston: D. C. Heath and company.
   Google Scholar
• Di, X. (2016). The teaching and learning principles of Xueji (學記) in the educational practice of the world today. In X. Di & H. McEwan (Eds.), Chinese philosophy on teaching and learning: Xueji (學記) in the twenty-first century (pp. 39–60). Albany: State University of New York Press.
   Google Scholar
• Di, X., & McEwan, H. (Eds.). (2016). Chinese philosophy on teaching and learning: Xueji (學記) in the twenty-first century. Albany: State University of New York Press.
   Google Scholar
• Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Barton & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice(pp. 9–26). New York: Garland Pub.
   Google Scholar
• Feng, J., & Li, J. (2013). Nongcun jiaoyu wenti yu guopei jihua zhongxibu xiangmu de shishi [Suburban educational issues and the implementation of National teacher-training plan Mid-West Program]. Huanggang Shifan Xueyuan Xuebao, 33(1), 115–118.
   Google Scholar
• Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Fung, D. (2014). The influence of ground rules on Chinese students’ learning of critical thinking in group work: A cultural perspective. Pedagogy, Culture & Society, 22(3), 337–368.
   Google Scholar
• Fung, D., & Howe, C. (2012). Liberal studies in Hong Kong: A new perspective on critical thinking through group work. Thinking Skills and Creativity, 7, 101–111.
   Web of Science ®Google Scholar
• Fung, D., & Howe, C. (2014). Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum. Cambridge Journal of Education, 44(2), 245–270.
   Web of Science ®Google Scholar
• Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs: Prentice Hall Inc.
   Google Scholar
• Garfinkel, H. (1991). Respecification: Evidence for locally produced, naturally accountable phenomena of order, logic, reason, meaning, method, etc. In G. Button (Ed.), Ethnomethodology and the human sciences (pp. 10–19). New York: Cambridge University Press.
   Google Scholar
• Ginsburg, H. P., Jacobs, S. F., & Lopez, L. S. (1993). Assessing mathematical thinking and learning potential. In R. B. Davis & C. A. Maher (Eds.), Schools, mathematics, and the world of reality (pp. 237–262). Boston: Allyn and Bacon.
   Google Scholar
• Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). New York: Psychology Press.
   Google Scholar
• Han, L. (2018). Guanyu zhiding he chutai jichujiaoyu ketang jiaoyu gaige gangyao de jianyi. Jiaoxue Yu Guanli, 13, 8–10.
   Google Scholar
• Han, S. (2013). Confucian states and learning life: Making scholar-officials and social learning a political contestation. Comparative Education, 49(1), 57–71.
   Web of Science ®Google Scholar
• Huang, F. Q. (2004). Curriculum reform in contemporary China: Seven goals and six strategies. Journal of Curriculum Studies, 36(1), 101–115.
   Web of Science ®Google Scholar
• Kipnis, A. B. (2011). Governing educational desire: Culture, politics and schooling in China. Chicago: University of Chicago Press.
   Google Scholar
• Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Kutnick, P., & Blatchford, P. (2013). Effective group work in primary school classrooms: The SPRinG approach (Vol. 8). Berlin: Springer Science & Business Media.
   Google Scholar
• Lau, J. Y. (2015). Metacognitive education: Going beyond critical thinking. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 373–389). New York: Palgrave Macmillan US.
   Google Scholar
• Law, W. W. (2014). Understanding China’s curriculum reform for the 21st century. Journal of Curriculum Studies, 46(3), 332–360.
   Web of Science ®Google Scholar
• Li, H. (2013). Woguo jichu jiaoyu xuexiao ketanggaige yu zhanwang. Zhongguo Jiaoyu Xuekai, 8, 35–39.
   Google Scholar
• Lim, L., & Apple, M. W. (2018). The politics of curriculum reforms in Asia: Inter-referencing discourses of power, culture and knowledge. Curriculum Inquiry, 48(2), 139–148.
   Web of Science ®Google Scholar
• Lin, A. M.Y., & Wu, Y. (2015). ‘May i speak Cantonese?’– Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289–305.
   Web of Science ®Google Scholar
• Marton, F., Dall’Alba, G., & Tse, L. K. (1996). Memorizing and understanding: The keys to the paradox? In D. A. Waktins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 69–83). Hong Kong and Melbourne: Comparative Education Research Centre and Australian Council for Educational Research.
   Google Scholar
• McGuinness, C. (1999). From thinking skills to thinking classrooms. Technical Report. Downloaded on the author’s portal at researchgate.net.
   Google Scholar
• McGuinness, C. (2017). Playful thinking in action: Tools for cultivating children’s thinking. In G. Walsh, D. McMillan, & C. McGuinness (Eds.), Playful Teaching and Learning (pp. 53–70). London: Sage Publications.
   Google Scholar
• Mehan, H. (1979). Learning lessons: Social organisation in the classroom. Cambridge, MA: Harvard University Press.
   Google Scholar
• Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
   Google Scholar
• Ministry of Education. (2016). Zhongguo xuesheng fazhan hexin suyang: Zhengqiu yijian gao [Core suyang definitions for Chinese student development: Pilot version]. Retrieved on September 19, 2018 from http://blog.sina.com.cn/s/blog_7f1799a20102xcp6.html
   Google Scholar
• Ministry of Education News Brief. (2015). No. 49 [National Training Plan Achievement in its 5-year Implementation]
   Google Scholar
• Nield, K. (2007). Understanding the Chinese learner: A case study exploration of the notion of the Hong Kong Chinese learner as a rote or strategic learner. Journal of Hospitality, Sport, Leisure, and Tourism Education, 6(1), 1–10.
   Web of Science ®Google Scholar
• Pratt, D. D., Kelly, M., & Wong, W. S. S. (1999). Chinese conceptions of “effective teaching” in Hong Kong: Towards culturally sensitive evaluation of teaching. International Journal of Lifelong Education, 18(4), 241–258.
   Google Scholar
• Ren, Y. S. (2017). Xuexi Chengbaosheng Buzhang’s Nvli Banhao Renming Manyi Jiaoyu Yougan [Learning Chen’s Report]. http://blog.sina.com.cn/s/blog_6f034fc30102x1w6.html
   Google Scholar
• Sigurðsson, G. (2017). Transformative critique: What Confucianism can contribute to contemporary education. Studies in Philosophy and Education, 36(2), 131–146.
   Web of Science ®Google Scholar
• Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
   Google Scholar
• Song, Y. (2016). Pipan siwei zai gaozhong shuxue jiaoxue zhong de peiyang. Faxian Jiaoyu, 11, 36.
   Google Scholar
• Tan, C. (2015). Education policy borrowing and cultural scripts for teaching in China. Comparative Education, 51(2), 196–211.
   Web of Science ®Google Scholar
• Vickers, E., & Zeng, X. (2017). Education and society in post-Mao China. London: Routledge.
   Google Scholar
• Wang, J. (2012). Curriculum reform in mainland China, 1978–2008: Change, maintenance, and conflicts. Chinese Education & Society, 45(1), 59–68.
   Google Scholar
• Watkins, D., & Biggs, J. B. (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Centre, The University of Hong Kong.
   Google Scholar
• Wu, K. M. (1997). On Chinese body thinking: A cultural hermeneutic. Leiden: Brill Academic Publishing.
   Google Scholar
• Wu, Z. (2011). Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective. Journal of Curriculum Studies, 43(5), 569–590.
   Web of Science ®Google Scholar
• Wu, Z. (2014). ‘Speak in the place of the sages’: Rethinking the sources of pedagogic meanings. Journal of Curriculum Studies, 46(3), 320–331.
   Web of Science ®Google Scholar
• Yin, Z. (2015). Shilun ‘yi xuesheng weiben’ de ketang jiaoxue moshi gaige. Kecheng, Jiaocai, Jiaoxue Yanjiu, 4, 15–16.
   Google Scholar
• Yue, X. (2000). Pipan siwei de xingcheng yu peiyang: Xifang xiandai jiaoyu de shijian jiqi qishi. Jiaoyu Yanjiu, 8, 65–69.
   Google Scholar
• Zhang, L. (2016a). Dangdai jichu jiaoyu ketang jiaoxue zhuanxing yanjiu. Jiaoyu Yu Kaoshi, 5, 86–90.
   Google Scholar
• Zhang, X. (2016b). Woguo jichu jiaoyu ketangjiaoxue biange de shensi yu zhanwang. Dandai Jiaoyu Kexue, 14, 33–36.
   Google Scholar
• Zhao, G. P., & Deng, Z. Y. (Eds.). (2016). Re-envisioning Chinese education: The meaning of person making in a new age. New York, NY: Routledge.
   Google Scholar
• Zhao, W. (2015). Voluntary servitude as a new form of governing: Reinstating kneeling bowing’ rites as educational pain and shame in modern Chinese Education. In T. Popkewitz (Ed.), The “reason” of schooling: Historicizing curriculum studies, pedagogy and teacher Education (pp. 82–96). New York: Routledge.
   Google Scholar
• Zhao, W. (2017a). Re-invigorating the being of language in international education: Unpacking Confucius’ ‘wind-pedagogy’ in Yijing as an exemplar. Discourse: Studies in the Cultural Politics of Education. doi:10.1080/01596306.2017.1354286
   PubMed Web of Science ®Google Scholar
• Zhao, W. (2017b). “Observation” as China’s civic education pedagogy: A historical perspective and a dialogue with Michel Foucault. Discourse: Studies in the Cultural Politics of Education. doi:10.1080/01596306.2017.1404444
   PubMed Web of Science ®Google Scholar
• Zhao, W. (2019). China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind. New York and London: Routledge.
   Google Scholar
• Zhuang, S. (2016). ‘Yi xuesheng wei zhuti’ de ketang jiaoxue gaige guancha shilu yu qishi. Kecheng Yu Jiaoxue, 14.
   Google Scholar