2011 Fiscal Year Final Research Report
Asian Adaptation of Critical Thinking Education
| Project/Area Number |
21520014
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Philosophy/Ethics
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| Research Institution | Osaka University |
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Principal Investigator |
MOCHIZUKI Taro 大阪大学, 大学教育実践センター, 教授 (50239571)
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| Co-Investigator(Kenkyū-buntansha) |
SUTO Norihide 大阪大学, 大学院・文学研究科, 教授 (50171278)
NAKAMURA Masaki 大阪大学, 大学教育実践センター, 准教授 (90361667)
OGIHARA Satoshi 大阪大学, 大学院・理学研究科, 名誉教授 (30169221)
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| Co-Investigator(Renkei-kenkyūsha) |
TANAKA Yuuko Stevens Institute of Technology, Post Doctoral Researcher of Technology, Post Doctoral Researcher
PETER Harteloh Rotterdam, The Netherlands, Erasmus Institute for Philosophical Practice, Director
KANIT Sirichan Chulalongkorn University, Bangkok, Thailand, Department of Philosophy, Faculty of Arts Lecturer
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| Project Period (FY) |
2009 – 2011
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| Keywords | 哲学 / 倫理学 / 教育学 / 教育系心理学 / クリティカルシンキング(批判的思考) / ソクラテス型対話法 / 問いの技法 / 相互問答法 |
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| Research Abstract |
The aim of the present research is to find a theoretical/ practical best-performance model of critical thinking education which fits the Asian educational environment through the research and practice of teaching of critical thinking in Japan and other Asian countries(mainly Thailand). What are the points when practicing critical thinking in Asian classrooms, using the method of philosophical practices like Socratic dialogue and the art of questioning(mutual questioning) without relying on critical thinking textbooks? When these practices are introduced into classrooms in Asian colleges and universities, however, the following problems emerge : 1) When using Japanese as working language with native Japanese speaking students in conducting Socratic dialogue and philosophical counseling, it is often difficult for facilitators to formulate regulatory questions as clearly as they do in English. This problem can be solved by using English even among Japanese students. 2) A meaningful difference is observed between Japanese and Thai students in using the skill of critical thinking. Compared to Thai students, Japanese students tend to refrain from using critical thinking in a group. In contrast, Thai students tend to actively use critical thinking in a group. Through the above observations, it can be concluded as follows : Critical thinking is effective in the classroom of an international program using English as teaching/ learning medium language. The presence of international students enhances the use of critical thinking even in a classroom where the majority are Asian. Moreover, it is important to choose a good actual topic that can be shared among all participants.
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