2016/12/21 by Charlene Tan, CHARLENE TAN · 1 citation
Psychology · Social Sciences · #Communication in Education and Healthcare #Education and Critical Thinking Development #Educational Strategies and Epistemologies
paper · doi:10.1111/1467-9752.12228
openalex publication_date 2016/12/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
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.