Debatable Truths: What Buddhist Argumentation Reveals about Critical Thinking
Asian students have often been reported to struggle with Western-style critical thinking. A good understanding of what constitutes this intellectual practice might help them overcome some of their difficulties. To this end, a precise definition is necessary. This paper offers a contribution in this...
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Format: | Electronic Article |
Language: | English |
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Routledge
[2015]
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Contemporary buddhism
Year: 2015, Volume: 16, Issue: 2, Pages: 371-400 |
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520 | |a Asian students have often been reported to struggle with Western-style critical thinking. A good understanding of what constitutes this intellectual practice might help them overcome some of their difficulties. To this end, a precise definition is necessary. This paper offers a contribution in this regard. First, it presents a summary of the debate on this subject and spells out the three elements that, according to most theorists, constitute critical thinking, i.e., logico-argumentative abilities, dispositions to inquiry and evaluative epistemology. Second, it shows how this tripartite model is inadequate to explain the alleged difficulties of Asian students. Finally, it uses a medieval Indic text on Buddhist argumentation, the Tarkabhāā (XI CE), to expose the shortcomings of this model and to bring into focus three other specific characteristics of academic critical thinking: (1) the topic of inquiry, (2) the direction of the argument and (3) the object of critical scrutiny. | ||
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