Journal of World Philosophies 3 (1):53-78 (2018)

Anand Vaidya
San Jose State University
The central goal of the _cross-cultural critical thinking movement_ is to change the dominant model of critical thinking pedagogy that is used in the US, UK, and those countries that follow this model. At present the model is centered on an Anglo-American and Euro-Centric model of critical thinking that actively and blatantly ignores contributions to logic and critical thinking education from non-Western sources; more importantly, the model implicitly sends the message to students of critical thinking that _critical thinking_ is a valuable set of skills that derives from what is taken to be Western culture. Cross-cultural critical thinking, by contrast, is centered on a globally inclusive model of critical thinking that presents contributions to critical thinking from a variety of different cultures and traditions. This alternative model aims in part to convey the message that critical thinking is part of the human condition and that understanding it within the human condition is essential to the proper deployment of it in a pluralistic society where there is disagreement over matters of ultimate value. In this paper I offer a presentation and defense of a set of contributions deriving from the Jaina tradition of philosophy that could be presented in a globally sensitive critical thinking course. The central concepts I present and interpret are: non-one-sidedness, the theory of epistemic standpoints, intellectual non-violence, and the theory of seven-fold predication. In each case I focus on the relevance that the concept has for critical thinking education at the introductory level.
Keywords Duncan Pritchard  Harvey Siegel  Jainism  Jason Baehr  Jeffery Long  John Cort  Michael Lynch  anekāntavāda  cross-cultural critical thinking  intellectual ahiṃsā  intellectual virtue  nayavāda  saptabhaṅgī
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DOI 10.2979/jourworlphil.3.1.05
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References found in this work BETA

Verbal Disputes.David J. Chalmers - 2011 - Philosophical Review 120 (4):515-566.
Educating for Intellectual Virtues: From Theory to Practice.Jason Baehr - 2013 - Journal of Philosophy of Education 47 (2):248-262.
Epistemic Virtue and the Epistemology of Education.Duncan Pritchard - 2013 - Journal of Philosophy of Education 47 (2):236-247.
Jaina Logic and the Philosophical Basis of Pluralism.Jonardon Ganeri - 2002 - History and Philosophy of Logic 23 (4):267-281.
Jaina Logic: A Contemporary Perspective.Graham Priest - 2008 - History and Philosophy of Logic 29 (3):263-278.

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