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A Confucian conception of critical thinking

URI
https://hdl.handle.net/10497/20437
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Type
Article
Files
 JPE-51-1-331.pdf (309.87 KB)
Citation
Tan, C. (2017). A Confucian conception of critical thinking. Journal of Philosophy of Education, 51(1), 331-343. https://doi.org/10.1111/1467-9752.12228
Author
Tan, Charlene
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 a view of critical thinking as judgement that is action oriented, spiritual-ethical and interpersonal.
Date Issued
2017
Publisher
Oxford University Press
Journal
Journal of Philosophy of Education
DOI
10.1111/1467-9752.12228
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