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Developing Critical Thinking Skills in The East and South-East Asian Regions
https://iuj.repo.nii.ac.jp/records/602
https://iuj.repo.nii.ac.jp/records/6026a05eebd-cac8-4120-a4aa-8c6df123f205
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
01_08_0004 (1.5 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 1996-03-01 | |||||
| タイトル | ||||||
| タイトル | Developing Critical Thinking Skills in The East and South-East Asian Regions | |||||
| タイトル | ||||||
| タイトル | Developing Critical Thinking Skills in The East and South-East Asian Regions | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Smith, Richard
× Smith, Richard× Smith, Richard |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This paper will test a multilevel cultural framework for conducting needs analysis related to the development of certain so-called higher-level thinking skills, or critical thinking skills, in university level service English programs in the East and South-East Asian regions. These thinking skills are associated with the modern intellectual and academic traditions of the West and their emphasis on fostering independent thought among individuals. The framework that is tested in this study is the four dimensions of culture framework that was developed heuristically by Flowerdew and Miller (1995) as a result of an ethnographic research project conducted in an English medium tertiary education institution in Hong Kong; The testing consists of setting this Hong Kong generated framework against data derived from secondary sources which deal with different aspects of the four dimensions of culture in Japan. The author will argue that Flowerdew and Miller's assumption that ethnic culture is both unitary and largely inseparable from academic culture may not be entirely true in the case of Japan. Two important signs of this cultural variegation in Japan are the relative lack of uniformity in the academic cultures of Japanese middle and high schools and an interesting contrast in Japanese responses to two equally important western academic traditions, one concerned with mathematics and the physical sciences, the other concerned with the social sciences and the humanities. The implications of these findings for syllabus design are discussed in the context of an actual thinking skills component incorporated in a pre-MBA English course run at the International University of Japan. Institutions with similar educational needs in other parts of East and South-East Asia are encouraged to test this framework and adapt it to their own needs. | |||||
| 書誌情報 |
語学プログラム ワーキングペーパー en : Working papers, the language programs 発行日 1996-03-01 |
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