2024/07/23 by Weili Zhao · 1 voice
Social Sciences · #Socioeconomic Development in Asia
paper · doi:10.1177/20965311241265373
openalex publication_date 2024/07/23 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21
Purpose This article takes a postfoundational lens to reflect upon my ethnographic (re)searching experience in a Hong Kong high school biology classroom to expose ignorant theoretical–methodological assumptions of researchers and teachers on critical thinking for new realizations. Design/Approach/Methods Using an encountered embodied thinking moment as a trigger, this article examines the texts/discourses collected from teachers/teaching and students/learning to unpack underlying philosophical–theoretical–methodological traps and ignorance. Findings The analysis exposes three ignorant assumptions. First is a mind–body dualism that has historically disembodied thinking as an abstract and invisible mind/cognitive activity. Second is a knowledge–skill/thinking divide that upgrades critical thinking as a transferrable higher-order skill above and external to knowledge. Third is a naturalized assumption that didactic instructions in Asian classrooms are not as conducive to thinking cultivation as (Western) student-centered pedagogies. Originality/Value My postfoundational reflections interrogate and expand these philosophical–theoretical–methodological grounds to reconstruct effective thinking curricula and classrooms.