Much of the literature exploring Chinese international student engagement with critical thinking in Western universities draws on reductive essentialisations of ‘Confucianism’ in efforts to explain cross-cultural differences. In this paper I review literature problematising these tendencies. I then shift focus from inferences about how philosophy shapes culture and individual students, toward drawing on philosophy as a ‘living’ resource for understanding and shaping the ideal of critical thinking. A cross disciplinary approach employs historical overview and philosophical interpretation within and beyond the (...) Confucian tradition to exemplify three types of criticality common in Chinese philosophy. These are criticality within tradition, criticality of tradition, and critical integration of traditions. The result is a refutation of claims or inferences (intentional or implicit) that Chinese philosophy is not conducive to criticality. While this paper focuses ontypesof criticality, it also reveals a commonmethodof criticality within Chinese philosophy, in the form of ‘creation through transmission’. This resonates with recent research calling for less confrontational and more dialogical engagement with critical processes. However, I also draw attention to examples of confrontational argumentation within Chinese philosophy, which may provide valuable resources for educators and students. Finally, I conclude careful and explicit consideration is needed regarding the types of criticality sought within Western universities to prevent educators and students from ‘speaking past’ one and other instead of ‘speaking with’ one and other in critical dialogue. (shrink)

Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built on deep knowledge. Successful critical (...) thinking pedagogy is moving away from this paradigm, teaching students to think complexly. Some of the challenges faced by higher education moving to a critical thinking curricula are discussed, and recommendations are offered for improving outcomes. (shrink)