Thinking Critically about Critical Thinking
Having skimmed a few times through our brief reading this week, I decided to take an experimental approach and frame my essay as a practice in critical thinking. Thus, I pondered a question that emerged as I read our material, and use that initial question to walk through the process introduced by Elder and Paul to do my own critical thinking exercise:
Can or Should Critical Thinking be Adopted in Non-Western Contexts? [What question am I raising?]
The central aim [purpose] of this essay is to question the universality of advocating critical thinking. I am concerned with the method of critical thinking being applied or encouraged in contexts other than Western (ie. European and Euro-American) contexts. The foundations of critical thinking are based on Greek philosophy, emerging from the Socratic method, passing through Thomas Aquinas’ systematic reasoning, and modified by Bacon, Descartes, Locke, Dewey, and others; all of whom are (male) Europeans or Euro-Americans[1]. While the Greco-European worldview has long held sway as the predominate perspective in my own education and the experience of American schoolchildren, it is not the only way to understand the world; there are other valid worldviews. [Information]
As a Euro-American [Point of View], I am comfortable with this method of thinking critically: I grew up in the American school system and my own context encourages questioning assumptions, being open-minded, offering well-thought out opinions, communicating linearly, and using abstract ideas to interpret information.[2] That being said, I have also had the opportunity to spend ample time living among neighbors in an extremely different context, who see the world differently than I do. [Experience] As I worked and lived among the Turkana of extreme rural northern Kenya, I recognized that their view of the world differed greatly from mine. My Turkana friends have no difficulty in identifying broken relationships through extispicy, that is, reading and interpreting goat entrails. They understand that ancestors readily speak through living people. And they have seen the dead returned to life through Christian leaders praying for them. All of this makes my head spin.
While the Turkana understand the world differently than I do, they also process and communicate differently, too. As a culture that values the group over the individual, maintaining healthy community relationships takes precedence over a single person’s needs or opinions. It becomes detrimental to the community when opinions are shared, or even more so, when disagreements arise. [Assumption] This may be seen as problematic when introducing the concept of critical thinking into this context. My other concern is a hesitancy to impose a foreign perspective on them, thus perpetuating colonial imperialism. Finally, the idea of this question was formed through an informal conversation I had with Stephen Garner during our Advance, regarding the participation of Maori students at the school of theology in New Zealand where he is head. The school faces the challenge of Maori students entering the school with different learning and communication styles and, while the administration seeks to honor and respect the cultural differences, they also have to adhere to accreditation standards.
As I approached this essay with all this in mind, I sought information from those more familiar with teaching critical thinking in a non-western context [Point of View]. While my brief search was unable to find a source conversing about this from an African context, I did discover research done in an Asian context, specifically Japan. I realize this does not fully resolve the dilemma for my specific problem, but the author raised valid concepts that helped me understand this issue from a different perspective.
Christopher Long, writing for the Pan-Pacific Association of Applied Linguistics, argues that “people from different cultures can potentially bring different strengths and weaknesses to the critical thinking process. This reasoning… argues that although there are many aspects of critical thinking that seems difficult for Japanese students (e.g., expressing their own opinions, questions the opinions of others out loud) there are other aspects which they seem to learn easily (e.g. resist jumping to conclusions, seeking to understand multiple perspectives).”[3]
Long’s conclusion suggests that “We must work to expand our definition of critical thinking beyond our own cultural expectations…. Moreover, we must refrain from the tendency to evaluate our students based on culture-specific standards. Just because our students are not opinionated, it doesn’t mean they are not thinking critically.”[4] Other scholars would concur that, while communication techniques may vary among cultures, there is not conclusive evidence that the critical thinking method is not suitable in a particular context.[5]
I do not want to quickly abandon my own premise that espousing critical thinking in non-Western contexts doesn’t translate well and may even be imperialistic. But neither am I ready to disregard the research by Long and others. What am I missing? Perhaps the irony of this exercise is that all three authors I’ve resourced are also European or Euro-American. Until I have the opportunity to listen to the perspective [Point of View] of an insider—that is, someone not of European descent (and even, preferably, a Turkana), I cannot make a determined conclusion on the use of critical thinking in a non-Western context [Conclusion]. In order to make a solid case for or against embracing a critical thinking model universally, voices from non-Western contexts must be listened to and reflected upon [Implications].
[1] “A Brief History of the Idea of Critical Thinking”, The Critical Thinking Company. Accessed October 18, 2016. http://www.criticalthinking.org/pages/a-brief-history-of-the-idea-of-critical-thinking/408.
[2] Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools (Dillon Beach, CA:The Foundation for Critical Thinking, 2009), 2.
[3] Christopher J. Long, “Teaching Critical Thinking in Western and Non-Western Contexts: Cultural Imperialism and Practical Necessity,” Pan-Pacific Association of Applied Linguistics (2003): 3, http://www.paaljapan.org/resources/proceedings/2003/long.pdf.
[4] Long, 8.
[5] cf. Michelle Vyncke, “The Concept and Practice of Critical Thinking in Academic Writing: an Investigation of International Students’ Perceptions and Writing Experiences” (MA Diss. King’s College London, 2012). AND
Robert B. Kaplan, “Cultural Thought Patterns in Inter-Cultural Education,” Language Learning, 16:1-2 (1966): 1-20.
About the Author
Katy Drage Lines
In God’s good Kingdom, some minister like trees, long-standing, rooted in a community. They embody words of Wendell Berry, “stay years if you would know the genius of the place.” Others, however, are called to go. Katy is one of those pilgrims. A global nomad, Katy grew up as a fifth generation Colorado native, attended college & seminary and was ordained in Tennessee, married a guy from Pennsylvania, ministered for ten years in Kenya, worked as a children’s pastor in a small church in Kentucky, and served college students in a university library in Orange County, California. She recently moved to the heart of America, Indianapolis, and has joined the Englewood Christian Church community, serving with them as Pastor of Spiritual Formation. She & her husband Kip, have two delightful boys, a college junior and high school junior.11 responses to “Thinking Critically about Critical Thinking”
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Katy, I love this…… I mean it required more of me as a reader than I wanted to give (ha!) but a great way to engage and illustrate the text.
As for the thesis you pose: I think you highlight an important aspect of thinking critically – that even the very process that we adhere to and describe as ‘critical thinking’ is, in itself, effused with sociocentric thinking.
I hear what you are saying as a serious warning and word of caution – essentially to never think that we are done eradicating our minds of sociocentric or egocentric thinking.
Having said that, I believe that – regardless of context – the ‘critical’ engagement and acknowledgement of our ego/sociocentric biases is critical for all of us. This may – and in fact likely MUST – look different in different contexts or with those from different backgrounds and cultures, it is still essential.
Thanks again for a great post
Thanks for persevering through this with me, Chip! 🙂
I concur that thinking critically is valuable for all of us, done in humility and recognition that we carry our biases with us. And a humility that recognizes that processing and communicating will (and should) be different in different contexts, and is not “bad” or “less than”, just different.
“Can or Should Critical Thinking be Adopted in Non-Western Contexts?”
Katy, I am really impressed with the effort you put into this post. Having taken inter-cultural studies classes in seminary I appreciate much of what you are saying.
I guess one thought I have is whether or not things like, intellectual humility, courage, empathy, integrity, fair-mindedness, etc.. are things that every culture should have, even if the ways of expressing them are different.
You took one step back and pointed out something for us all to think about. Great post!!
Thanks Mary, what a good question. My quick answer would be, “Yes, I would hope so, though those traits might look different in different contexts.”
However, I continue to wrestle with speaking on behalf of others who are not from my context. Would/should the Turkana– a collectivist culture– value Intellectual Autonomy (p15)? That is not something I can answer at this point.
Katy great post! Loved it! I enjoyed how you applied Elder in a very practical way. Honestly each of the steps you included helped walk me through the key points of the book. I also liked how you incorporated your Kenya experience. From your previous post it is becoming apparent to me how much of a life changing impact living in Kenya had on you.
I agree with Long ““We must work to expand our definition of critical thinking beyond our own cultural expectations…. Moreover, we must refrain from the tendency to evaluate our students based on culture-specific standards. Just because our students are not opinionated, it doesn’t mean they are not thinking critically.” This can be true even within sub cultures that exist in our own western society.
“We must work to expand our definition of critical thinking beyond our own cultural expectations….”
I love the way you approached this topic, Katy. The idea of “universal” standards left me feeling uncomfortable but I was not able to put words to it as you have with your experience as a background.
In reference to the quote from Long (above), I think this is very important as our culture becomes more global, but I also see this as one more reason that so many people from the West (Europe and North America) push back against that globalization. We have our “universal” standards. We have our particular brand of rationality and reason. As people who have not been a part of this system gain more standing and develop a voice in education, business, and faith culture, it feels like an encroachment on truth as we know it. I mean, seriously, goat entrails? What are we supposed to do with that? 🙂
Any time I see “universal” or “everyone”, I question the statement. Really, everyone?
But here is the other reality. The Turkana, even like other people, do not dwell in a vacuum. Like all contexts, cultural influences are flowing back and forth across societies. Culture is not static (right? How much are we similar to 18th century America?) The Turkana are influenced– and their culture changed– by their Pokot neighbors, by the Sudanese & Somali refugees in their district, by the aid workers, the Chinese road builders, television & radio, etc. All of that interaction is absorbed into their identity as much as boba tea & tamales are a part of my context.
Now, what to do about goat intestines…
After reading them, clean them out thoroughly, turning them wrong side out to clean and rinse. Place directly on the fire and fry till crispy. Alternatively, stuff fat into pieces of it, and fry until the outer lining is crispy and inner filling is goey– voila, the Turkana Twinkie!
I like your comment regarding “just because a person does not express their opinion mean they are unable to think critically”.
I would like to add that because we don’t agree does not interpret that one of us does not think critically.
But in order to acknowledge that we are, we must say something.
Your post came from a difference perspective and I enjoyed reading it.
Katy, what a thoughtful and well-executed post. You obviously used critical thinking practices in your post.
When you say: “I do not want to quickly abandon my own premise that espousing critical thinking in non-Western contexts doesn’t translate well…” I agree.
If I may add, even in what is considered the “western world” it does not translate well, especially the further you east you go. I notice this most when we have new personnel on the field who have little or no cross-cultural experience. Even with extensive pre-field training, they enter into the new setting but process decisions from their prior setting paradigms. Often the decisions have a less than desirable outcome and they just can’t understand why. At that point critical thinking becomes “critical spirit,” and that’s harder to change than one’s world-view! Thanks for the post.
It’s so hard to enter a new context, when everything feels out of joint! Such a stressful situation. We tend then, to find something we’re familiar with, or comfortable with, and gravitate to that (such as the one person who speaks English). The better– and more challenging posture– is a humble place as learner. That is my prayer for everyone I know who enters a new context. Thanks for connecting that, Jim.
Wow Katy! What a work of art! Your opening question was intriguing and the irony in answering it, enlightening. To have a fair view on a subject, one have the perspectives of others’. This points to the importance of us completing our doctoral program and putting our perspectives out there for others’ to draw from.