Exploring Criticality in Chinese Philosophy

Refuting Generalisations and Supporting Critical Thinking

Bibliographic Data

ID10801037
AuthorsIan H Normile (0000-0002-1828-0034, University of Edinburgh, corresponding author)
Year2023
Volume42
Issue2
Pages123-141
Publication date2023-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueStudies in Philosophy and Education (JOURNAL)
Journal identifiersISSN: 0039-3746 • E-ISSN: 1573-191X
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11217-022-09855-3
OpenAlexW4308745676
LanguageEN
Citations received4
References cited56

Much of the literature exploring Chinese international student engagement with critical thinking in Western universities draws on reductive essentialisations of ‘Confucianism’ in efforts to explain cross-cultural differences. In this paper I review literature problematising these tendencies. I then shift focus from inferences about how philosophy shapes culture and individual students, toward drawing on philosophy as a ‘living’ resource for understanding and shaping the ideal of critical thinking. A cross disciplinary approach employs historical overview and philosophical interpretation within and beyond the Confucian tradition to exemplify three types of criticality common in Chinese philosophy. These are criticality within tradition, criticality of tradition, and critical integration of traditions. The result is a refutation of claims or inferences (intentional or implicit) that Chinese philosophy is not conducive to criticality. While this paper focuses on types of criticality, it also reveals a common method of criticality within Chinese philosophy, in the form of ‘creation through transmission’. This resonates with recent research calling for less confrontational and more dialogical engagement with critical processes. However, I also draw attention to examples of confrontational argumentation within Chinese philosophy, which may provide valuable resources for educators and students. Finally, I conclude careful and explicit consideration is needed regarding the types of criticality sought within Western universities to prevent educators and students from ‘speaking past’ one and other instead of ‘speaking with’ one and other in critical dialogue

Argumentation theory · China · Chinese philosophy · Critical theory · Critical thinking · Criticality · Dialogical self · Discipline · Epistemology · Higher education · Philosophy of education · Political science · Social science · Sociology · Communication in Education and Healthcare · Education and Critical Thinking Development · Law · Philosophy

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