‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school

Misco, Thomas

doi:10.1080/14675986.2013.842663

Cited by 17 publications

(12 citation statements)

References 36 publications

(34 reference statements)

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“…Numerous studies have demonstrated the educational relevance of working with controversial topics in the social science classroom (Ortega-Sánchez and Pagès 2020; Ortega-Sánchez and Jiménez-Eguizábal 2019). Likewise, it has been shown that the curricular inclusion of these issues favours the promotion of the concept of active citizenship in educational contexts for democratic citizenship (Pollak et al 2017), and the development and acquisition of critical-reflective thinking skills (Misco 2013), especially absent in the curriculum and training plans of future teachers in Spain.…”

Section: Discussionmentioning

confidence: 99%

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

2020

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This article outlines how the dimensions of global citizenship education (GCE) are reflected in future secondary school teachers’ analysis of news items. The question that guided the research was: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve? The study used a mixed methodology. Content analysis was used to analyse the information, specifically the use of codes through descriptive and inferential statistics. The findings show that the majority of future secondary school teachers tend to take a socially committed perspective, while they take a critical stance or mobilise for social justice action to a lesser extent.

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Section: Discussionmentioning

confidence: 99%

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

2020

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“…Durkin () reports that many of these students perceive Western critique to be ‘insensitive and unnecessarily offensive’ and ‘felt uncomfortable when they saw critical thinking and debate degenerate into hurtful cynicism’ (p. 23). Chinese and other Asian students prefer a more cooperative style of learning that values community and relationships (Atkinson, ; Durkin, ; Misco, ). It is important to add that Asian students do not necessarily object to the learning of logical argumentation per se .…”

Section: Critical Thinking and Cultural Challengesmentioning

confidence: 99%

Teaching critical thinking: Cultural challenges and strategies in Singapore

Tan

2017

British Educational Res J

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Among the challenges faced by educators in promoting critical thinking is that of cultural compatibility. Using Singapore as an illustrative case study, this paper explores the cultural challenges and recommended strategies for the teaching of critical thinking in schools. The research for this study is based on a theoretical framework that focuses on two dominant practices of critical thinking: confrontational and individualistic on the one hand, and collegial and communal on the other. Research data shows that the main cultural challenges are the social expectations of teachers as knowledge transmitters and a perception that critical thinking is essentially adversarial. The recommended strategies are the utilisation of cooperative learning strategies and the provision of a safe learning environment. There are two major implications arising from this research study. The first is a need for policymakers and educators to be cognisant of cultural constraints in the teaching of critical thinking. The second is the significance of teacher efficacy to engender student engagement and successful learning within socio‐cultural constraints. The Singapore experience adds to the existing literature by highlighting the existence and significance of communitarian practices of critical thinking in an Asian context.

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“…The models of authoritarian leadership and benevolent leadership reflect the dynamic relationship between paternalistic leadership and subordinates' responses, whose behavior connotation not only specifies the subordinates the established code of conduct but also releases the space for individuals to show flexible independent thinking (Bai et al, 2019). Respect for tradition, the practice of etiquette, and respect for authority figures are conducive to the formation of a social model of intimacy (Atkinson, 1997;Durkin, 2008b;Misco, 2013). The personal virtues of leaders and their social models, as the carriers of influence between leaders and subordinates, will have a direct effect on subordinates' cognition.…”

Section: The Influence Of Different Modes Of Paternalistic Leadership...mentioning

confidence: 99%

The Influence of Paternalistic Leadership on the Development of Oriental Critical Thinking

Bai¹,

Pan²

2022

IJBM

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In the context of globalization, critical thinking is still regarded as the core content of higher education. The difference between Eastern and Western cultures has a key impact on understanding critical thinking. When the current literature studies the influence of culture on critical thinking, it mainly considers from the macro level, mainly including ethnic history, traditional customs, religious beliefs, art, ethics, and so on. However, from a specific and micro cultural perspective, how critical thinking is influenced by a culture still lacks effective research. This paper studies the influence of Confucian paternalistic leadership on the development of critical thinking in the East from a specific cultural perspective. The study discovers that Asians are easier to understand how things change and they are more tolerant to conflict, which means that they see things as interrelated and interdependent. They are more likely to use intuitive and experience-based reasoning if there is a conflict between intuitive and logical reasoning. Benevolence and hierarchy in paternalistic leadership promote the formation of cooperative critical thinking in improving the operation of organizations so that the characteristics of oriental critical thinking can be analyzed more comprehensively.

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‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school

Cited by 17 publications

References 36 publications

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

Teaching critical thinking: Cultural challenges and strategies in Singapore

The Influence of Paternalistic Leadership on the Development of Oriental Critical Thinking

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