Purpose:This article takes a postfoundational lens to reflect upon my ethnographic(re)searching experience in a Hong Kong SAR high school biology classroom to expose ignorant theoreticalmethodological assumptions of r...Purpose:This article takes a postfoundational lens to reflect upon my ethnographic(re)searching experience in a Hong Kong SAR high school biology classroom to expose ignorant theoreticalmethodological assumptions of researchers and teachers on critical thinking for new realizations.Design/Approach/Methods:Using an encountered embodied thinking moment as a trigger,this article examines the texts/discourses collected from teachers/teaching and students/learning to unpack underlying philosophical-theoretical-methodological traps and ignorance.Findings:The analysis exposes three ignorant assumptions.First is a mind-body dualism that has historically disembodied thinking as an abstract and invisible mind/cognitive activity.Second is a knowledge-skill/thinking divide that upgrades critical thinking as a transferrable higher-order skill above and external to knowledge.Third is a naturalized assumption that didactic instructions in Asian classrooms are not as conducive to thinking cultivation as(Western)student-centered pedagogies.Originality/Value:My postfoundational reflections interrogate and expand these philosophicaltheoretical-methodological grounds to reconstruct effective thinking curricula and classrooms.展开更多
基金partly supported by the"critical thinking"teaching reform project granted by Hangzhou Normal University,grant number 1115B20500551.
文摘Purpose:This article takes a postfoundational lens to reflect upon my ethnographic(re)searching experience in a Hong Kong SAR high school biology classroom to expose ignorant theoreticalmethodological assumptions of researchers and teachers on critical thinking for new realizations.Design/Approach/Methods:Using an encountered embodied thinking moment as a trigger,this article examines the texts/discourses collected from teachers/teaching and students/learning to unpack underlying philosophical-theoretical-methodological traps and ignorance.Findings:The analysis exposes three ignorant assumptions.First is a mind-body dualism that has historically disembodied thinking as an abstract and invisible mind/cognitive activity.Second is a knowledge-skill/thinking divide that upgrades critical thinking as a transferrable higher-order skill above and external to knowledge.Third is a naturalized assumption that didactic instructions in Asian classrooms are not as conducive to thinking cultivation as(Western)student-centered pedagogies.Originality/Value:My postfoundational reflections interrogate and expand these philosophicaltheoretical-methodological grounds to reconstruct effective thinking curricula and classrooms.
