Bringing Critical Thinking to the Education of Developing Country Professionals

Autor/in	Richmond, Jonathan E. D.
Titel	Bringing Critical Thinking to the Education of Developing Country Professionals
Quelle	In: International Education Journal, 8 (2007) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Asians; Graduate Students; Curriculum Design; Cultural Differences; Foreign Countries; Critical Thinking; Developing Nations; Barriers; Instructional Design; Educational Principles; Student Development; Curriculum Development; Educational Innovation; Teaching Methods; Learning Processes; Transportation; Peer Teaching; Asian Culture; Thailand + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrplangestaltung; Kultureller Unterschied; Ausland; Kritisches Denken; Developing country; Developing countries; Entwicklungsland; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsprinzip; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Verkehrswesen; Peer group teaching; Peer Group Teaching
Abstract	Cultural differences between Asia and the West and their influence on teaching, are reviewed along with previous experiments in bringing critical thinking to Asian education, and recognition of needs for and barriers to achieving change. Principles driving design and implementation of a two-course sequence in professional transportation studies are presented. Asian students were cast as teachers who made regular presentations and understood they had valuable contributions to make, not traditional passive roles to play. The students showed an ability to undertake interdisciplinary analysis; to question assumptions of existing practice; and to seek solutions for local needs that often departed from those suggested by commonly-taught Western-based theory. The students gained notably in presentation skills and self-confidence. These are important attributes for attaining change in developing countries. Inferences from the results of the study are limited by the sample of highly-talented graduate students. Further finely-documented experiments involving the implementation of student-centred learning in Asian settings are needed. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10