A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom
Critical thinking is an important 21st century skillset often embraced by educators today as a backbone of creative problem-solving competency. The presence of social interaction and dialogue becomes crucial in fostering critical thinking and its development. A claim is that a lack of dialectic in...
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sg-ntu-dr.10356-1517822024-03-25T00:08:59Z A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom Yam, Angeline Min Yee Tan, Ai-Girl Lim, Shirley School of Art, Design and Media 9th International Conference of Education, Research and Innovation (ICERI2016) Visual arts and music::General Social sciences::General Humanities::General Confucian-Heritage-Culture Critical Thinking Social Constructivism Asian Pedagogy Asian Classroom Design Pedagogy Critical thinking is an important 21st century skillset often embraced by educators today as a backbone of creative problem-solving competency. The presence of social interaction and dialogue becomes crucial in fostering critical thinking and its development. A claim is that a lack of dialectic interaction among Confucius Heritage Cultures (CHC) classrooms poses teaching and learning challenges for critical thinking development. Our action research study was conducted in two cycles aimed to find out ways to facilitate classroom activities that promoted dialectic interaction with peers and instructors. The study cycles hoped to transform CHC learners who appeared to be passive – unwilling to ask questions and often hesitant to speak up, resulting in a teacher-centered environment – to active learners and critical making participants in creative designing environments. Our paper reports experiences emerging from the second cycle of our action research project during an on-going teaching and action research phase of inquiry. A conceptual framework of culturally appropriate critical thinking pedagogy for an Art & Design Visual Communication classroom is situated in a multicultural, inclusive and Confucian Heritage Culture environment. A practical inquiry methodology was adopted to demonstrate the various approaches of social constructivism in fusion with Confucianism to encourage interaction for critical thinking within a multicultural, inclusive, CHC classroom. Nanyang Technological University Published version This is an on-going research supported by the Nanyang Technological University Tier 1 research grant. 2021-08-27T00:40:24Z 2021-08-27T00:40:24Z 2016 Conference Paper Yam, A. M. Y., Tan, A. & Lim, S. (2016). A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom. 9th International Conference of Education, Research and Innovation (ICERI2016), 8429-8436. https://dx.doi.org/10.21125/iceri.2016.0925 978-84-617-5895-1 https://hdl.handle.net/10356/151782 10.21125/iceri.2016.0925 8429 8436 en © 2016 IATED. All rights reserved. This paper was published in the Proceedings of 9th International Conference of Education, Research and Innovation (ICERI2016) and is made available with permission of IATED. application/pdf |
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Visual arts and music::General Social sciences::General Humanities::General Confucian-Heritage-Culture Critical Thinking Social Constructivism Asian Pedagogy Asian Classroom Design Pedagogy Yam, Angeline Min Yee Tan, Ai-Girl Lim, Shirley A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom |
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Critical thinking is an important 21st century skillset often embraced by educators today as a backbone
of creative problem-solving competency. The presence of social interaction and dialogue becomes
crucial in fostering critical thinking and its development. A claim is that a lack of dialectic interaction
among Confucius Heritage Cultures (CHC) classrooms poses teaching and learning challenges for
critical thinking development. Our action research study was conducted in two cycles aimed to find out
ways to facilitate classroom activities that promoted dialectic interaction with peers and instructors.
The study cycles hoped to transform CHC learners who appeared to be passive – unwilling to ask
questions and often hesitant to speak up, resulting in a teacher-centered environment – to active
learners and critical making participants in creative designing environments. Our paper reports
experiences emerging from the second cycle of our action research project during an on-going
teaching and action research phase of inquiry. A conceptual framework of culturally appropriate critical
thinking pedagogy for an Art & Design Visual Communication classroom is situated in a multicultural,
inclusive and Confucian Heritage Culture environment. A practical inquiry methodology was adopted
to demonstrate the various approaches of social constructivism in fusion with Confucianism to
encourage interaction for critical thinking within a multicultural, inclusive, CHC classroom. |
author2 |
School of Art, Design and Media |
author_facet |
School of Art, Design and Media Yam, Angeline Min Yee Tan, Ai-Girl Lim, Shirley |
format |
Conference or Workshop Item |
author |
Yam, Angeline Min Yee Tan, Ai-Girl Lim, Shirley |
author_sort |
Yam, Angeline Min Yee |
title |
A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom |
title_short |
A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom |
title_full |
A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom |
title_fullStr |
A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom |
title_full_unstemmed |
A framework of fostering critical thinking in a multicultural, inclusive Confucian heritage classroom |
title_sort |
framework of fostering critical thinking in a multicultural, inclusive confucian heritage classroom |
publishDate |
2021 |
url |
https://hdl.handle.net/10356/151782 |
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1794549432518180864 |