The unbearable vagueness of critical thinking in the context of the Anglo-Saxonisation of education

This paper examines the stereotypical view that Asian students cannot think critically.
Although critical thinking is often presented as a generic skill, crucial to success at
university, definitions of the concept vary widely. Critical thinking can therefore only
be understood by placing it into the context in which it is used. This disadvantages
many international students, who often have not acquired the cultural competencies
necessary to read in context, and who are unfamiliar with the concept of critical
thinking as a learning experience. This paper also advocates more clarity and
openness about learning practices, including critical thinking, and recommends more
receptiveness towards learning practices adopted in other countries. If Australia
wants to continue to attract international students and to be considered as offering a
truly international education program, there is a real need for academic staff to
develop intercultural competencies.