| Article | |
|---|---|
| Article name | Western Concepts of Critical Thinking in the Educational Space of China: A Philosophical-Anthropological Analysis |
| Authors | Liang C.. Lecturer, 1986354138@qq.com |
| Bibliographic description | Liang Chunyu. Western Concepts of Critical Thinking in the Educational Space of China: A Philosophical-Anthropological Analysis. Humanitarian Vector. 2026;21(1):98-106. (In Russian). https://www.doi.org/10.21209/1996-7853-2026-21-1-98-106 |
| Section | CULTURE AND SOCIETY |
| UDK | УДК 304.4 |
| DOI | https://www.doi.org/10.21209/1996-7853-2026-21-1-98-106 |
| Article type | Original article |
| Annotation | The relevance of the research is due to the need to analyze the transformation of Western concepts of critical thinking in the Chinese educational system in the context of globalization, since their successful cultural adaptation is a key factor for training competitive specialists without losing national cultural and value orientations. The purpose of this article is to identify the cultural recontextualization and transformation of the content of Western concepts of critical thinking in their adaptation to the Chinese education system. The philosophical and anthropological approach plays a key role, acting as a tool explaining the possibility of mutual influence and the relationship between Western educational concepts and the traditional culture of Chinese education. Comparative and historical approaches have been used to study the mechanisms of integration of critical thinking concepts into Chinese education. The author analyzes the process of adapting Western concepts of critical thinking in the Chinese educational system, taking into account the specifics of the linguistic and cultural environment. The article reveals the essence of the transformation of the concept of “critical thinking” in China, which is interpreted as a development tool focused on constructive innovations, including education, which means China’s desire not only to borrow foreign educational practices but also to adapt them to its socio-cultural conditions. In the process of adapting Western concepts of critical thinking in China, a fundamental transformation of their content is taking place: the emphasis is shifting from criticism and doubt to constructive analysis focused on innovation and national development. Thus, a hybrid educational model is being formed that synthesizes the instrumental potential of Western methods with traditional Confucian values of collectivism and respect for authority in order to solve strategic tasks of increasing global competitiveness. The conclusion of the study is that Western concepts of critical thinking are being adapted in the Chinese education system, taking into account cultural peculiarities, the specifics of China’s linguistic and cultural environment and the transformation of their content in accordance with traditional Chinese values. The prospects of the research are to develop adapted methods for integrating Western concepts of critical thinking into language education, taking into account the cultural context, in order to increase its effectiveness in the context of globalization. |
| Key words | critical thinking, education, China, adaptation, innovative approaches, linguistic environment, globalization |
| Article information | |
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