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

Joelle Vandermensbrugghe

    Research output: Contribution to journalArticlepeer-review

    59 Citations (Scopus)

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)417-422
    Number of pages6
    JournalInternational Education Journal
    Volume5
    Issue number3
    Publication statusPublished - 2004

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