Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724841
Title: Critical thinking in Chinese higher education : a case study of knowledge transfer
Author: Li, Ruijing
ISNI:       0000 0004 6421 1325
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2017
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Abstract:
The issue of critical thinking (CT) amongst Chinese students has emerged as an important topic among educators. While there is some literature on CT and Chinese students’ performance, no study has tackled how this increasing focus on CT is impacting on higher education in China and what CT means to policy makers, teachers and students. This thesis sets out to fill this gap using insights from the theory of knowledge transfer. This theoretical framework was chosen in order to examine the ways in which Western CT theory and practice is gradually being imported to and integrated into Chinese culture, largely focusing on the understanding of CT. Using a case study approach, the thesis reports on empirical findings that have emerged from analysing Chinese Ministry of Education press releases and mission statements, observing university CT classes and studying chats about CT on a student internet discussion forum. Findings show that: 1. some core aspects of modern Western approaches to CT, such as how to deal with uncertainty, are missing in Chinese teaching; 2. disposition and emotion are sidelined in favour of a strong focus on logic and reason, and their inseparable relationship to reasoning ability found by Western scholars was neglected. 3. CT is regarded as crucial by Chinese educators and students but currently the teaching fails to make CT accessible and interesting to students and might therefore not foster CT itself. These findings have important implications for how policy makers and educators might continue to implement and teach CT in China.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.724841  DOI: Not available
Keywords: LB2300 Higher education
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