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Why has the critical thinking movement not come to Korea?

• Article and Report
• Published: August 2007
• Volume 8 , pages 224–232, ( 2007 )

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• John Michael McGuire 1  

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This article provides an explanation for why the Critical Thinking (CT) movement has failed to make significant inroads into the Korean education system, notwithstanding the fact that it addresses and seeks to rectify a widely acknowledged weakness of that system, namely, its over-reliance on teacher-centered instructional methodologies involving rote-memorization. The explanation provided in this article goes beyond standard accounts that focus primarily or exclusively on the role of the university entrance exam in the Korean education system. The explanation offered here identifies the core values implicit in CT pedagogy and shows how those values clash with important features of Korean culture.

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Division of International Studies, the Graduate School Building 6th fl, Hanyang University, 133-791, Seoul, South Korea

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Correspondence to John Michael McGuire .

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This work was supported by a research grant (HY-2004-S) from Hanyang University. Earlier versions of this article were presented at the 4th Biennial Conference of the Korean Studies Association of Australasia and the 17th Conference of the International Association of Greek Philosophy.

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McGuire, J.M. Why has the critical thinking movement not come to Korea?. Asia Pacific Educ. Rev. 8 , 224–232 (2007). https://doi.org/10.1007/BF03029258

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Received : 15 April 2006

Revised : 28 March 2007

Accepted : 17 May 2007

Issue Date : August 2007

DOI : https://doi.org/10.1007/BF03029258

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Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

Critical Thinking Abilities and Korean Reading Skills: To what extent do they correlate?

According to the PISA published in 2018, Indonesia ranks third lowest in terms of reading skills, indicating that reading skills among Indonesian learners are still quite inadequate. This is perhaps due to the fact that critical thinking abilities are still lacking in Indonesia as well. Previous literature has highlighted the interplay between reading skills and critical thinking abilities. Hence, this study aims to determine the extent to which critical thinking abilities have a relationship with learners' reading skills of Korean texts. A quantitative approach with a correlation design was used in this study. Sixty-two undergraduate students majoring in Korean language education were involved. Ennis’ Theory (as cited in Samsudin & Hardini, 2019) was used to measure critical thinking skills, while Tampubolon’s Theory was used to measure reading skills. The instruments used in this study included a critical thinking questionnaire and a reading test. The results showed that the critical thinking abilities of the students were categorized as high. Meanwhile, the students exhibited fairly good reading skills. Furthermore, the correlation between the two variables was found to be not strong enough, with a correlation coefficient of 0.371. The effect of critical thinking abilities on reading skills is 13.7%, with a coefficient of determination (R square) of 0.137. Based on the results, while critical thinking abilities were high, reading skills were not strong enough. It can be concluded that there is a weak correlation between the student's critical thinking abilities and their skills in reading Korean texts.

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Critical thinking (Korean Edition) Paperback – March 5, 2008

• Language Korean
• Publisher Aranet
• Publication date March 5, 2008
• ISBN-10 8957331093
• ISBN-13 978-8957331095
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• Publisher ‏ : ‎ Aranet (March 5, 2008)
• Language ‏ : ‎ Korean
• ISBN-10 ‏ : ‎ 8957331093
• ISBN-13 ‏ : ‎ 978-8957331095

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Critical thinking plays a crucial role in the age of AI for several reasons. It empowers us to analyze, evaluate and synthesize information, ensuring the responsible and effective use of knowledge. Combining human ingenuity with more automated and faster AI capabilities can create a powerful outcome that benefits society.

Critical thinking involves considering new information and ideas and avoiding mere repetition of what we've learned before. In the context of AI, this means evaluating novel solutions and approaches rather than relying solely on established methods.

Critical thinking is not just about following given steps. Critical thinkers and problem solvers actively seek out relevant information and independently assess situations. In the age of AI, this self-directed approach helps us navigate complex problems and adapt to changing technology.

Critical thinking leads to conclusions based on patterns likely to yield useful results. When evaluating AI-generated content, this skill helps us discern accurate information from misleading claims. Google's recent announcement on invisible AI watermarks will help identify generative text and video. But it is more up to the critical thinker's discernment when it comes to their search for truth.

AI has immense potential to benefit society in various ways. We can leverage AI for the betterment of society. Value from health care applications is especially significant. AI algorithms can analyze vast datasets to identify potential drug candidates faster. AI models can also predict disease outbreaks and help allocate medical resources efficiently.

For example, AI can assist doctors in diagnosing diseases more accurately and recommending personalized treatment plans. A team at the University of Oxford has created an AI tool that can predict the 10-year risk of deadly heart attacks, transforming treatment for patients who used to undergo CT scans to investigate chest pain. In the first real-world trial, it was found to improve treatment for up to 45 percent of patients.

Education will see great benefits using AI. It can adapt educational content to individual students' needs, enhancing learning outcomes. AI-powered translation tools break down language barriers and change the ways we learn new languages. AI can also help instructors to grade assignments, freeing up teachers' time for more personalized interactions with students.

Responsible development and ethical use of AI are essential to ensure these benefits are realized without causing harm. AI can be harmful in several ways if not governed well. Advanced chatbots, like OpenAI's GPT-4.0, are improving at an astonishing rate. In theory, it can achieve artificial general intelligence (AGI) by learning from massive datasets without human intervention. However, we could face unintended consequences if we lose control over AGI.

Some experts worry that super-intelligent AIs could threaten humanity's existence. However, the odds of such catastrophic outcomes are largely exaggerated, while the potential impact is immense. What if AI is intentionally programmed to cause harm? What if cyberattacks or weaponized drones that are controlled by AI lose control and decide their own course of action?

AI algorithms can inherit biases from training data, perpetuating discrimination in areas like hiring, lending and criminal justice. Unchecked AI decisions can exacerbate societal inequalities and media biases. Even well-intentioned AI algorithms might become destructive while pursuing their goals to the extent that misused AI can violate individual rights and freedoms,

To mitigate these risks, responsible development, transparency and ethical guidelines are crucial. We must ensure AI benefits humanity without causing harm. That is where critical thinking can be invaluable. The notion of being educated in the age of AI and critical thinking must be reinforced in higher education, not merely transferring knowledge generation by generation.

Recently, we received Dr. Michael Lloyd, a principal of Wycliffe Hall, a constituent and permanent private hall of the University of Oxford named after the Bible translator and reformer John Wycliffe. Established in 1877, Wycliffe Hall provides theological training for ordained ministers for the Church of England and other denominational churches. There are also a number of independent students studying theology, education and philosophy at the undergraduate or postgraduate level.

As Dr. Lloyd rightly said during the public event, we need to utilize technological advancement for the betterment of society and humanity. The printing machine was used to ignite the Renaissance and the scientific and democratic revolutions. German religious reformer Martin Luther, who became the first best-selling author, once said "printing is the ultimate gift of God and the greatest one." We look forward to seeing more critical thinkers who can ignite great achievement and fulfill what technology is meant to be beyond AI itself for the New Renaissance.

Daniel Shin is a venture capitalist and senior luxury fashion executive, overseeing corporate development at MCM, a German luxury brand. He also teaches at Korea University.

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