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Article: A Confucian Conception of Critical Thinking
Title | A Confucian Conception of Critical Thinking |
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Authors | |
Issue Date | 2017 |
Citation | Journal of Philosophy of Education, 2017, v. 51, n. 1, p. 331-343 How to Cite? |
Abstract | This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of li (normative behaviours) necessitates and promotes critical thinking in at least two ways. First, the observance of li requires the individual to exercise judgement by applying the generalised knowledge, norms and procedures in dao (Way) to particular action-situations insightfully and flexibly. Secondly, the individual's judgement, to qualify as an instance of li, should be underpinned and motivated by the ethical quality of ren (humanity) that testifies to one's moral character. Two educational implications arising from a Confucian conception of critical thinking are highlighted. First, the Confucian interpretation presented in this essay challenges the perception that critical thinking is absent from or culturally incompatible with Chinese traditions. Secondly, such a conception advocates viewing critical thinking as a form of judgement that is action-oriented, spiritual, ethical and interpersonal. |
Persistent Identifier | http://hdl.handle.net/10722/307205 |
ISSN | 2023 Impact Factor: 0.8 2023 SCImago Journal Rankings: 0.323 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Tan, Charlene | - |
dc.date.accessioned | 2021-11-03T06:22:08Z | - |
dc.date.available | 2021-11-03T06:22:08Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Journal of Philosophy of Education, 2017, v. 51, n. 1, p. 331-343 | - |
dc.identifier.issn | 0309-8249 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307205 | - |
dc.description.abstract | This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of li (normative behaviours) necessitates and promotes critical thinking in at least two ways. First, the observance of li requires the individual to exercise judgement by applying the generalised knowledge, norms and procedures in dao (Way) to particular action-situations insightfully and flexibly. Secondly, the individual's judgement, to qualify as an instance of li, should be underpinned and motivated by the ethical quality of ren (humanity) that testifies to one's moral character. Two educational implications arising from a Confucian conception of critical thinking are highlighted. First, the Confucian interpretation presented in this essay challenges the perception that critical thinking is absent from or culturally incompatible with Chinese traditions. Secondly, such a conception advocates viewing critical thinking as a form of judgement that is action-oriented, spiritual, ethical and interpersonal. | - |
dc.language | eng | - |
dc.relation.ispartof | Journal of Philosophy of Education | - |
dc.title | A Confucian Conception of Critical Thinking | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1111/1467-9752.12228 | - |
dc.identifier.scopus | eid_2-s2.0-85016439947 | - |
dc.identifier.volume | 51 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 331 | - |
dc.identifier.epage | 343 | - |
dc.identifier.eissn | 1467-9752 | - |
dc.identifier.isi | WOS:000400390400021 | - |