Exploring Criticality in Chinese Philosophy: Refuting Generalisations and Supporting Critical Thinking

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