Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The number of non-western students migrating to western countries for higher education is increasing every year. They suffer from stereotypes and often perceived as non-critical thinkers. However, it is not the lack of critical thinking skills, rather it is the lack of understanding of the different approaches and different styles of practicing critical thinking skills by non-western learners. The purpose of this qualitative study was to compare the perception of critical thinking skills of students who studied Indian philosophy with those who studied western philosophy, and to understand the commonalities and differences in students thinking processes and the approaches adopted by these philosophy programs to train their students in CTS. This study compared undergraduate students of Indian philosophy (Nyaya) with western philosophy students from India. The research methodology selected for this study was a phenomenological qualitative method. This study focused on exploring the experience of students regarding the methods used by western and Indian philosophy teaching in India that would contribute to enhancing the critical thinking skills of learners. The participants were interviewed through Zoom and the interview data were analyzed using constant comparative analysis; the three stages are open coding, axial coding, and selective coding. A total of 12 participants, six from the western philosophy group studying for a BA in Philosophy from Kerala Verma College, and the other six participants from the Nyaya philosophy group studying BA Nyaya Philosophy from Sree Sankaracharya University of Sanskrit, (both colleges are from Kerala, India) agreed to participate in this study. They all had completed their final year exams and were waiting for their results. They were all enrolled in a three-year BA program. The medium of instruction for both groups of students was English and the regional language. The regional language in both colleges, which are located in Kerala, is Malayalam. All participants from the NP group preferred to have a translator and answered in Malayalam to the translator. The translator translated the questions to the participants and translated the participants answers in English during the interview. The common themes that emerged after data analysis of students enrolled in Western Philosophy were that the one, participants felt Western philosophy was relevant and relatable when compared to Indian philosophy. Two, participants defined critical thinking skills in western philosophy as solving social problems. Finally, three, according to participants the outcome of western philosophy is the ability to make decisions. The themes that evolved after analyzing the interview data of final-year students enrolled in the Nyaya philosophy program were three themes. First, participants felt Nyaya philosophy was suited for self-questioning. Second, participants defined critical thinking in Nyaya philosophy as raising voice against wrong. Third, participants viewed outcomes of Nyaya philosophy as similar skills (analysis, evaluation, decision making), but with the purpose of being moral. Although this study was able to provide insight into the difference in the perception of students enrolled in western philosophy and Nyaya philosophy on critical thinking skills, nonetheless, further studies can help in understanding the reasons behind those perceptions and actual methodologies that helped in shaping students perception towards critical thinking skills based on teaching practices.

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