Introduction
Vietnam's future success in social, political, economic, and educational realms hinges on its ability to remain flexible, adaptable, and resilient in a changing global landscape To meet the challenges of the modern world, the national education system is undergoing significant transformation, referred to as "radical and comprehensive innovation." A dialectical teaching framework could enhance students' cognitive abilities and facilitate societal transformation Central to this approach is dialectical thinking, which draws from both Taoist and Marxist traditions, integrating traditional wisdom with contemporary values Through dialectical thinking, students learn to evaluate diverse perspectives and synthesize key elements to resolve apparent contradictions, fostering critical thinking and problem-solving skills.
2012) With these characteristics, dialectical thinking uses the same cognitive processes and skills that globally are often identified as critical thinking (see Ennis, 1985;
Critical thinking has evolved within Vietnamese society, adapting to its unique cultural context (Facione, 2010; Halpern, 2014; Paul, 2012; Sternberg, 1986) Today, enhancing this cognitive skill is essential for Vietnamese workers to achieve success in their careers (Bodewig & Badiani-Magnusson, 2013).
Teachers play a crucial role in facilitating educational change, yet transitioning from traditional to dialectical teaching poses significant challenges This study explores the perceptions of Vietnamese teachers regarding dialectical teaching and their readiness to adopt this approach amid the upcoming curriculum changes for the 2020-2021 academic year The thesis is structured into six sections: the first section provides an overview of Vietnam's historical, social, cultural, and educational contexts; the second outlines the research objectives; the third highlights the study's theoretical and practical contributions; the fourth details the research design, including data collection and analysis methods; the fifth presents the analytical framework guiding the research; and the final section describes the overall organization of the thesis Listening to teachers' experiences is essential for understanding the difficulties they face and for supporting them in the change process.
Background of the Study
Vietnamese historic, social, and cultural contexts
Vietnam's rich history spans over 25,000 years, shaped significantly by foreign cultural influences, particularly from China Since the 2nd century, the adoption of Confucianism, Taoism, and Buddhism has profoundly impacted Vietnamese culture, establishing it as a Confucian Heritage Culture Central to Confucianism is the emphasis on loyalty and proper conduct to achieve social harmony, resulting in a strictly hierarchical society where children respect parents, wives follow husbands, students heed teachers, and citizens comply with authorities In this collective society, community and family values take precedence over individual desires, encouraging individuals to develop themselves for the benefit of their families and society From a young age, Vietnamese people learn to recognize their responsibilities to their families and communities, fostering strong relationships that are vital to their social lives.
Taoism, alongside Confucianism, emphasizes the importance of living in harmony with nature Adherents of Taoism are encouraged to embody qualities such as gentleness, peace, and serenity, promoting a mindset of acceptance and tranquility.
In "Unchangeable Fates," the concept of duality in nature is explored through the harmonious balance of yin and yang, two opposing forces that coexist in a dynamic equilibrium Each force contains a seed of the other, illustrating the transformative relationship between them as they mature This interplay reflects the dialectical principles of Taoism, emphasizing that existence is defined by the unity of opposites that continuously interact and evolve The influence of this dialectic thought is evident in various aspects of Vietnamese culture, including rituals, medicine, geomancy, martial arts, diplomacy, and the lunisolar calendar (lịch vạn sự).
Chinese Buddhism, adopted between the 4th and 5th centuries, has emerged as the most influential religion in China, surpassing Confucianism and Taoism in followers This belief system emphasizes harmony between humans and the universe Upon its adoption, Buddhism integrated seamlessly with existing ideologies, forming a religious triad known as “tam giáo đồng nguyên” (shared origin) and “tam giáo đồng quy” (shared purposes) Confucianism offers tools for social management, Taoism promotes individual self-development, and Buddhism addresses spiritual needs before and after death Together, these three ideologies coexist, shaping a unique Vietnamese culture.
From the 17th century to the mid-20th century, the influence of Confucianism, Taoism, and Buddhism in Vietnam diminished significantly due to Western cultural influences during the French occupation and American involvement Christianity emerged as a competing spiritual force, reshaping the Vietnamese socio-cultural landscape Additionally, the transition from Chinese demotic script to Latin script, which became the national language (Quốc Ngữ) in the early 19th century, marked a significant linguistic shift This period also witnessed extensive changes across various sectors, including the press, architecture, rail transport, literature, arts, and education, contributing to a transformative era in Vietnamese society.
Vietnamese intellectual capacities, evoked national awareness, and motivated their development in an unstable age (N T Tran, 1999)
Following the reunification of Vietnam in 1975, American influences in the South were completely eradicated, leading to the adoption of Marxism and Leninism as the guiding ideologies of the newly established Socialist state This shift significantly influenced various aspects of Vietnamese life, including the economy, culture, and society, with Marxist dialectical materialism shaping the national worldview The political philosophy rooted in Ho Chi Minh Thought directs social and political activities, influencing the orientation of the market economy and informing the development of contemporary education.
Vietnamese society has evolved by selectively adopting foreign cultural traits, leading to a unique socio-cultural identity characterized by "diversity in unity." The harmonious coexistence of Confucianism, Taoism, and Buddhism alongside Western influences is evident, despite the diminishing dominance of the former philosophies Following the 1986 "Đổi Mới" (Renovation) reforms, Vietnam transitioned from a centrally planned economy to a socialist-oriented market economy, embracing trade liberalization and foreign investment As the country embarks on industrialization and modernization, it integrates into the global economy, aiming to enhance the quality of life for its citizens However, these developments present challenges for the education system in equipping students for an evolving landscape.
Vietnamese educational development
Education plays a crucial role in societal development, evolving in response to the changing needs of society (Biesta, 2015b; Dewey, 1938) Throughout various phases of social development, the purposes, curriculum, teaching methods, and expected outcomes of education adapt to align with societal demands.
The Vietnamese education system has evolved significantly throughout its history, adapting to various socio-political contexts, including feudalism, French colonial rule, the Vietnam War with American involvement, and the establishment of the Socialist Republic of Vietnam.
Under feudalism, Vietnamese education transformed from folk education (limited to pagoda and family) into Confucian education (public and private schools for
Confucianism teaching), from a noble-privileged model into a civil service one (T H
During the Confucian era, women were prohibited from attending school, as the educational system focused on moral education aimed at producing obedient gentlemen who adhered to social order The curriculum primarily consisted of Confucian texts, including the Four Books and Five Classics, along with Chinese language studies.
Throughout Vietnamese history, with the exception of the Ho and Le dynasties, mathematics was a significant component of education (T H Ly, 2015) In this traditional system, teachers acted as "gurus" or knowledge keepers, while students typically engaged in passive learning, absorbing the information presented to them (Nguyen, Terlouw & Pilot, 2006).
Under French colonial rule from 1884 to 1945, national education underwent significant transformation as the French replaced Confucian education with a Western model This shift included the introduction of Quốc Ngữ writing and the French language in schools, supplanting Nom characters A new curriculum, based on French standards, emphasized mathematics and science, and education was structured into three levels: preschool, primary, and secondary The establishment of Indochina University in Ha Noi in 1908 marked a pivotal moment, offering courses in law, public works, and medicine Despite these changes, the underlying goal of the educational system remained largely unchanged from the feudal era: to cultivate a class of elites to serve the interests of the French rulers.
Therefore, education was limited to a small number of Vietnamese students (N T Tran, 1999; M Vu, 2012)
The introduction of the French educational perspective prompted a significant shift in the educational philosophy of some Vietnamese intellectuals, who began to recognize the shortcomings of Confucian education, which prioritized morality over the development of intellectual abilities (Marr, 1981) They believed that true education should foster cognitive skills, moral values, and physical health equally, with no single aspect taking precedence (Marr, 1981; L H Pham & Fry, 2004; T P H Tran, 2009) This revised educational philosophy aimed to enhance intellectual capacities (khai dân trí), bolster national spirit (chấn dân khí), and elevate living standards (hậu dân sinh) (T P H Tran, 2009).
In 1907, the Đông Kinh Nghĩa Thục school was established in Ha Noi, pioneering an inclusive educational model that welcomed students of all ages, social classes, and genders, marking a significant milestone for Vietnamese females in accessing education and enhancing their intellectual development (L H Pham & Fry, 2004; Vo, 2015) The curriculum was regularly updated to incorporate modern political, economic, and social ideologies, and learning activities emphasized news reading, public speaking, literary interpretation, and social discussions This student-centered approach encouraged learners to express their perspectives and engage in meaningful dialogues with their peers (Vo, 2015).
Despite its brief existence of just nine months, Đông Kinh Nghĩa Thục was shut down by the French due to its perceived threat to their control Nevertheless, this educational innovation significantly influenced future Vietnamese educational strategies, shaping their purpose, objectives, content, and pedagogy after Vietnam gained independence.
Following its independence in August 1945, Vietnam reformed its education system to ensure it was free and compulsory for all citizens, with an initial emphasis on primary education to combat high illiteracy and innumeracy rates (Q K Nguyen & Nguyen, 2008) By 1950, a national curriculum was established, making general education mandatory The educational framework during this period was grounded in three key principles: national, popular, and scientific Given the historical context, education aimed to develop human resources aligned with national ideals and democratic values, particularly during the war resistance from 1946 to 1954.
During the period of separation between North and South Vietnam from 1954 to 1975, education took distinct paths In North Vietnam, the government implemented a second educational reform aimed at preparing a new generation to support economic rehabilitation and the pursuit of national reunification This educational approach emphasized the holistic development of students across moral, intellectual, physical, and aesthetic dimensions.
K Nguyen & Q C Nguyen, 2008) Teaching paid close attention to the linkage between theory and practice as well as between education and social demands Whereas, under the Sai Gon regime, U.S ideas changed the education system in the South An educational philosophy of humanism, nationalism, and liberalism was established
In the years 1956 and 1967, the Legislative Assembly recognized individuals' rights to education, emphasizing the importance of acknowledging personal differences It aimed to preserve traditional values and nationalism while remaining receptive to modern scientific advancements, democratic ideals, and human progress The government promoted an education system that was both accessible and practical, ensuring that education was free and compulsory for all citizens (Q K Nguyen & Nguyen, 2008).
After the Vietnam War's victory in 1975, U.S influence ended, leading to the unification of education systems into a national framework To recover from wartime impacts and poverty, Vietnam implemented three significant educational reforms in 1982, 1986, and 2002, with plans for further innovation post-2020 Educational leaders focused on modernizing the national curriculum to foster well-rounded students, recognizing the limitations of traditional didactic teaching methods They promoted student-centered learning approaches that connect theory with practical application These reforms have significantly enhanced educational outcomes, increased knowledge among the populace, developed a skilled workforce, and nurtured talent.
2004) It has also contributed to the remarkable improvement in the Vietnamese economy (Vandemoortele & Bird, 2010)
Vietnamese education has evolved significantly in response to changing political, social, and cultural contexts Historically rooted in Confucian principles, it emphasized moral education and catered primarily to the elite, with a clear teacher-student dynamic of knowledge transmission Under French colonial rule, the curriculum underwent macro-level changes, yet remained exclusive A brief experiment in the north with the Đông Kinh Nghĩa Thục school aimed to foster intellectual, moral, and physical development equally, but was curtailed by political issues In contrast, American-influenced education in Southern Vietnam prioritized accessible, practical learning focused on human rights Today, the Socialist Republic of Vietnam seeks to integrate these diverse educational philosophies, emphasizing holistic student development in morality, intellect, physical health, aesthetics, and career orientation, while encouraging innovation to meet the demands of the modern era (MOET, 2012, 2014, 2017).
Vietnamese education in the globalisation age
Globalization is rapidly extending its reach worldwide, driven by technological advancements that facilitate collaboration among individuals from diverse backgrounds (Friedman, 2005) This evolution presents non-western economies, such as Vietnam, with opportunities to leverage modern technologies to enhance their competitiveness on the global stage (Friedman, 2005) The Vietnamese Ministry of Defence (MoD) recognizes the vital connection between national political security and economic development, asserting that economic growth is essential for maintaining national security and fostering prosperity (MoD, 1998) This perspective is echoed in various socio-economic strategies and public discourses (X H Dang, 2015; T D Nguyen, 2012; V K Phan, 2001; The Central Committee, 2013a) The Vietnamese approach to integrating capitalist principles within a sustainable communist framework highlights a unique perspective on economic development and national defense (L H Pham & Fry).
Vietnam's developmental strategies, characterized by a strong economic foundation, have yielded significant positive outcomes since 2004 By leveraging its low-cost labor market, Vietnam has effectively competed with other Asian nations and attracted substantial foreign investment As a result, the country has made impressive strides in escaping poverty and achieving the status of a middle-income nation.
Vietnam's transition from an agricultural to an industrial economy has resulted in a shift in the nature of work, creating new intensive-skill jobs in sectors such as banking, finance, telecommunications, and tourism As technology advances, routine and manual tasks are increasingly being replaced by non-routine and non-manual roles To enhance its competitiveness in the global economy, Vietnam must focus on preparing a skilled and productive labor force This societal shift necessitates an educational system that prioritizes the development of cognitive abilities, morality, and physical well-being among students.
Globalisation not only occurs in the economic arena but also the cultural one Accessibility to the internet and the popularity of technical devices has enabled
The influx of foreign cultural elements presents both opportunities and challenges for Vietnamese culture While some aspects align with and enrich traditional values, others may pose conflicts Without a critical approach to these influences, there is a risk of blindly adopting foreign elements that could jeopardize national identity Thus, it is crucial for Vietnamese education to cultivate awareness and appreciation of cultural heritage among students, ensuring the preservation of their unique cultural values.
Being aware of the role of education in socio-economic development, Ministry of Education and Training (MOET) has made great efforts to improve education
Vietnamese leaders have prioritized education investment by innovating the curriculum, adopting student-centered teaching methods, enhancing modern teaching tools, and improving teacher quality Despite these efforts, the outcomes have fallen short, with the 2002 curriculum failing to adequately develop students' competencies, as traditional didactic teaching and rote learning remain prevalent The Ministry of Education and Training (MOET) has noted that the quality of general education does not meet national development standards and lags behind that of advanced nations, highlighting a failure to address intellectual development, moral education, and career orientation These shortcomings suggest that Vietnamese educationalists should focus on a new curriculum renewal post-2020 that emphasizes enhancing students' cognitive abilities and fostering teacher collaboration to implement necessary changes.
The cancellation of VNEN - Vietnam Escuela Nueva school in 2017 is an example of these considerations This model was adopted from Colombia from 2011-
In 2012, a new educational initiative was introduced in primary schools located in economically disadvantaged areas, later expanding nationwide to include grades 6 and 7 This program aimed to enhance problem-solving and interpersonal skills among Vietnamese students while transforming the roles of both teachers and students (Bodewig & Badiani-Magnusson, 2013; H M Le).
In 2018, the Ministry of Education and Training (MOET) aimed to transform the educational landscape by encouraging students to become knowledge constructors and teachers to act as learning facilitators However, the implementation of these innovative teaching and learning practices faced several challenges that hindered their adoption.
Teachers struggled to fully grasp the pedagogical approach necessary for significant improvements in their professional practices, leading them to halt the implementation of the model in their classrooms Additionally, parents and students were unclear about the educational framework of this imported program, particularly as students did not meet their expected learning outcomes.
The cancellation of the Escuela Nueva model highlights the importance of carefully considering pedagogical changes, particularly when adopting imported educational frameworks Originally designed for Colombian children in economically disadvantaged areas, this model was inappropriately applied in both urban and rural settings in Vietnam, overlooking significant social and cultural differences Successful educational change requires thorough preparation, including ensuring that teachers have a clear understanding of their new roles and how to transition effectively from traditional transmission teaching to a more interactive transactional teaching approach.
Globalization drives Vietnamese educators to enhance cognitive capacities for sustainable national development, making effective pedagogy essential to this strategy Attention must be given to teachers' readiness and ability to embrace change, as their awareness of the need for transformation and confidence in their skills are crucial for engaging with the implementation process To achieve successful outcomes in the upcoming curriculum renewal, Vietnamese educational leaders must prioritize these elements and ensure comprehensive preparation for both teachers and leaders.
Research Purposes
Starting from the 2020-2021 academic year, the Ministry of Education and Training (MOET) will implement a new curriculum aimed at enhancing both general and technical competencies in students Technical competencies will be cultivated through specific subject instruction, while general competencies—focusing on self-regulation, communication and collaboration, and problem-solving and creative thinking—will serve as overarching goals of the curriculum This framework aligns well with essential components for 21st-century learners, as highlighted in various educational frameworks However, it's notable that critical thinking is not explicitly included in the final competency framework.
The concept of critical thinking has been highlighted in both the initial and recent drafts of the curriculum renewal initiative, with the 2014 blueprint identifying it as a vital cognitive skill for 21st-century learners (MOET, 2014, p 17) In the 2017 version, critical thinking is emphasized as a key outcome in social science education, aimed at shaping students’ worldview, national identity, patriotism, and qualities of global citizenship (MOET, 2017, p.19-20) However, the Ministry of Education and Training (MOET) has not clearly defined the characteristics of critical thinking in either draft, suggesting an acknowledgment of its importance without a comprehensive framework.
1 MOET proposes to implement the new curriculum for grade 1 in 2020-2021; grade 2 and grade 6 in
2021 - 2022; grade 3, 7, and 10 in 2022 - 2023; grade 4, 8, and 11 in 2023 - 2024; and grade 5, 9, and 12 in 2024 - 2025 perceptions of this cognitive capacity may not be congruent with the Vietnamese context
The lack of innovation initiatives presents an opportunity to explore dialectical thinking as a means to enhance critical thinking skills within the Vietnamese context, aligning with local values and beliefs Taoist dialectical thinking highlights the presence of opposites in objects and phenomena, reflecting the complexity of human thought (Cung, 2016).
H Nguyen, 2002) When solving seeming contradictions between perspectives, traditional dialectical thinkers tend to harmonise these perspectives, or their solutions are in the middle of these perspectives (Peng, Spencer-Rodgers & Nian, 2006)
Marxist dialectical thinking allows for a reflective and comprehensive approach to problem-solving by integrating contradictory perspectives through the analysis of their similarities and differences In the Vietnamese context, the fusion of Taoist and Marxist dialectical thinking fosters a reflective, flexible, creative, and holistic mindset, utilizing cognitive processes recognized as critical thinking worldwide Consequently, dialectical thinking in Vietnam can be characterized as critical thinking that aligns culturally and socially with the beliefs and values of its people.
To bridge the gap in the upcoming innovation initiative and ensure the success of the curriculum renewal, I recommend incorporating dialectical thinking This approach will empower students to engage in a variety of cognitive processes and skills essential for their achievement.
Implementing dialectical teaching can effectively realize the goals of curriculum renewal by fostering analytical thinking, problem-solving skills, creative thinking, and metacognition in students This transactional pedagogy not only aligns with educational objectives but also addresses the critical thinking skill gap prevalent in the Vietnamese workforce.
Dialectical thinking and teaching can enhance the cognitive abilities of Vietnamese students, but the successful implementation of this approach relies heavily on the teachers The educational beliefs held by teachers significantly influence how they interpret and apply this pedagogical method, ultimately affecting their willingness to integrate it into their teaching practices.
Teachers' perceptions of their ability to implement change significantly influence their pedagogical decisions, highlighting the importance of their willingness and capacity to adapt their practices Previous innovations faced challenges due to teachers' attitudes toward change, insufficient preparation for new pedagogies, and a lack of resources This research aimed to explore teachers' perceptions of dialectical teaching implementation, focusing on three key questions related to this topic.
1 What are Vietnamese teachers’ perceptions of their readiness to incorporate dialectical thinking into their planning, teaching, and assessment practices?
2 What are Vietnamese teachers’ perceptions of their preparedness to incorporate dialectical thinking into teaching?
3 What opportunities and challenges do Vietnamese teachers face in advance of the potential incorporation of dialectical thinking model?
Teacher readiness for implementing dialectical teaching involves both their willingness and capacity to adapt this approach in their classrooms Willingness reflects teachers' attitudes towards dialectical teaching, influenced by their perceptions of its necessity, importance, and benefits, as well as their intentions to embrace this pedagogical shift.
Capacity relates to teachers’ knowledge, skills, and experience to embrace dialectical teaching (Hersey & Blanchard, 1988)
Preparedness is teachers’ sense of being prepared for implementing the new teaching in their practice It is a component of teacher’s capacity to change
Opportunities for implementing the new teaching are the available factors including both individual and contextual factors which may enhance teachers’ pedagogical change
Challenges of implementing dialectical teaching refers to individual and contextual factors which impose impediments on teachers’ pedagogical change.
Significance of Research
Developing students’ cognitive capacities is not only a way to foster national and global sustained development (O’Sullivan, 1999; O’Sullivan, 2003; Pithers & Soden,
The educational goals of fostering individual development and critical thinking have become increasingly important in the context of globalization This study's findings may provide valuable insights for Vietnamese education to achieve these objectives through the implementation of dialectical teaching This approach, rooted in Vietnamese creative thought, combines traditional and modern dialectics, aiming to enhance dialectical thinking By doing so, it could optimize individuals' survival and success, leveraging the cognitive capacities associated with critical thinking.
Dialectical teaching presents an innovative perspective on education in Vietnamese classrooms, emphasizing the importance of supporting meaningful learning and challenging students' cognitive abilities This approach fosters the development of diverse cognitive processes and skills, contributing to the body of literature on transactional pedagogy within Confucian Heritage Culture Additionally, it serves as a model for promoting critical thinking in countries with similar socio-cultural characteristics to Vietnam, while also laying the groundwork for a more skilled workforce in Vietnamese society.
An educational change is not complete if there is no displacement of teachers’ existing beliefs by those that fit the new desired practice (Fullan, 2000b, 2007b)
Teachers bring diverse beliefs and value systems that significantly influence their professional identities and teaching approaches These underlying constructs, however, frequently remain unacknowledged and hidden from view.
A study conducted in 1992 revealed the challenges faced by Vietnamese teachers in adapting to dialectical teaching methods The teachers' insights highlighted the need for professional development to support in-service educators in integrating transactional teaching into their practices Additionally, their feedback offered valuable suggestions for the teacher education sector to better prepare pre-service teachers for this innovative pedagogical approach.
Leaders play a crucial role in bridging central and local levels to drive coherent change in education (Fullan, 1994, 2002, 2007b) They motivate and support local initiatives while negotiating with central governance to foster an interactive environment conducive to classroom practice changes Beyond being change agents, leaders inspire teachers and stakeholders to become change agents themselves (Fullan, 2002) This study highlights the realistic barriers teachers face in implementing dialectical approaches, providing insights for Vietnamese educational leaders at both ministerial and school levels to create supportive conditions for teacher change Furthermore, it recommends strategies to enhance leadership capabilities, enabling leaders to effectively fulfill their roles as instructional leaders, change leaders, and school managers (AITSL, 2014; JASEA, 2009; Jayapragas, 2016; Kim et al., 2006; NIE, n.d; NPBEA, 2015; Pluss Leadership A/S & Molin, 2007).
Research Design
A research survey was conducted to explore schoolteachers' perceptions of integrating dialectical teaching into the curriculum post-2020 An anonymous printed survey collected demographic and perceptual data through both closed and open-ended questions The analysis of closed responses revealed trends in teachers' perceptions regarding pedagogical changes, while open-ended responses provided deeper insights into these trends SPSS was utilized for demographic analysis and statistical testing, while Nvivo facilitated the coding and management of qualitative data Inductive thematic analysis was employed to interpret the open-ended responses, enhancing the understanding of teachers' views on the implementation of transactional teaching.
2 Australian Institute for Teaching and School Leadership for Teaching
3 Japanese Association for Study of Educational Administration
4 National Institute of Education (Singapore)
5 National Policy Board for Educational Administration (the United States)
Analytical Framework
Education evolves alongside social, cultural, and political developments, addressing societal needs and preparing students for social demands During the industrial age, there was a high demand for workers capable of performing specialized tasks in factories, necessitating strict adherence to instructions In this context, education became a transmission process where teachers controlled learning and acted as conveyors of knowledge Students passively received this knowledge, focusing on retention and recall.
Contemporary factories demand "right answers" and one-dimensional solutions, which influences the teaching approach in educational settings (Paul, 2012) This method of transmission teaching fosters a monologue-style interaction between teachers and students, rather than encouraging a dialogue (Paul, 2012).
Learning emphasises students’ memorisation, or the Remember category, the least complex of the human cognitive capacities Hence, this teaching approach limits students’ thinking at the lower level (Paul, 1992)
The information age, however has changed the way people live and work
Information technology has bridged geographical gaps, connecting individuals worldwide and introducing workers to intensive skills that demand critical and creative thinking to address emerging challenges This evolution necessitates a shift in educational philosophy, recognizing learning as an active process of knowledge construction New theories, supported by neuroscience, highlight the brain's functions in this dynamic learning process Students engage more effectively when faced with cognitive conflicts, utilizing assimilation and accommodation to navigate their experiences They participate in higher-order cognitive processes, collaborating with peers to share and evaluate ideas while seeking guidance from teachers who facilitate and scaffold their learning journeys.
Recent advancements in psychology and neuroscience offer innovative approaches to learning and teaching, emphasizing an active, collaborative process of knowledge construction rather than mere transmission This transactional pedagogical method transforms traditional classroom interactions, allowing students to actively build their understanding and engage in critical thinking, collaboration, and sharing of ideas with peers Consequently, teachers transition from being mere knowledge transmitters to facilitators of learning, tasked with identifying students' Zone of Proximal Development (ZPD) and creating scaffolding activities to enhance their learning experience.
The revised Bloom's taxonomy highlights a shift in educational approach, focusing on the transfer of knowledge while still valuing knowledge retention (Krathwohl, 2002) Learning is portrayed as an active process where students enhance their understanding and problem-solving skills through higher-order cognitive activities such as understanding, applying, analyzing, evaluating, and creating (Anderson et al., 2001) To reflect the dynamic nature of learning, the categories in the revised taxonomy have been transformed from nouns to verbs, with subcategories presented in gerund forms Notably, the original category of Synthesis has been renamed as Create and repositioned within the taxonomy.
The revised cognitive taxonomy emphasizes the importance of creativity as the pinnacle of cognitive processes while redefining many analytical skills as lower-order thinking This shift raises the bar for higher-order thinking skills, underscoring the significance of meaningful learning, which involves applying various cognitive processes within a knowledge domain Additionally, the integration of meta-cognition alters the definition of learning to encompass not only the acquisition of discipline-specific knowledge but also the awareness and understanding of one's cognitive processes and tasks Furthermore, transactional pedagogy serves as a foundation for individual student development by fostering transformative learning experiences.
Constructivist pedagogies emphasize the importance of creating an environment that fosters meaningful learning, where students take ownership of their educational journey In this supportive setting, learners are encouraged to ask questions about their interests and select their own methods for problem-solving Additionally, students engage in a community of learners, sharing their opinions, exchanging ideas, and reflecting on their understanding in relation to the perspectives of others, thus enhancing the effectiveness and relevance of their learning experiences.
The investigation and acceptance of students' diverse perspectives significantly influence their cognitive development By valuing and incorporating all viewpoints in social discussions, students enhance their critical thinking skills through reflection on their own and others' interpretative frameworks This cognitive growth fosters awareness of their roles in relation to various contexts, including cultural, political, environmental, and planetary factors, ultimately guiding their future behaviors.
In the context of shared discourse, students can experience personality changes as they reflect on personal dilemmas and strive to integrate new elements into their identities Constructivist pedagogies play a crucial role in facilitating transformative learning, enabling students to adapt to the constant changes of today's world This educational approach also aligns with traditional values within the Vietnamese context, highlighting its relevance and importance.
In the information age, Vietnam must adopt transactional teaching and new standards to enhance student success, preparing them for a pivotal moment in national development Students are expected to be creative, flexible, and adaptable to navigate global changes (S D Nguyen, 2006; H Nguyen, 2016) Dialectical teaching can equip Vietnamese students for this evolving landscape by fostering classroom dialogue and encouraging rational discourse (Paul, 2012) This approach allows students to engage with diverse perspectives, promoting mature thinking and multilogical reasoning—seeing problems from various viewpoints and critically evaluating opposing opinions (Paul, 2012) Furthermore, dialectical teaching as a transactional pedagogy supports transformations in students' perspectives (Mezirow, 1997), personality (Boyd, 1991), and behavior.
The learning outcomes align with the Vietnamese educational manifesto aimed at holistic student development, as outlined by various educational authorities (MOET, 2012; National Assembly, 2009; T D Nguyen, 2012b; V K Phan, 2001) Additionally, these outcomes resonate with the traditional values rooted in Vietnamese culture, including influences from Confucianism and Taoism.
Buddhism emphasizes the importance of harmony among individuals and with the surrounding environment, which can only be attained through awareness of one's role and responsible actions This philosophy aligns with the four UNESCO pillars of learning: learning to know, learning to do, learning to be, and learning to live together.
This thesis explores the connection between social change and educational development throughout history, advocating for dialectical teaching as a means to equip Vietnamese students for the globalized era It analyzes Vietnamese teachers' perceptions regarding this pedagogical approach, focusing on their willingness and confidence to adopt dialectical teaching to enhance students' cognitive abilities amid upcoming curriculum changes Based on these insights, the study offers recommendations for teacher education, professional development, and educational leadership to facilitate the effective implementation of dialectical teaching in Vietnamese classrooms.
Organisation of the Thesis
My thesis comprises six chapters, with Chapter One outlining the research background and identifying the gap between practical applications and educational policies in developing human resources for national industrialization, modernization, and international integration amid globalization This chapter also elaborates on the research objectives, significance, and analytical framework.
The literature review is divided into two chapters: Chapter Two and Three
Chapter Two explores dialectical thinking as an adaptive thinking strategy that
Vietnamese education has evolved to integrate socio-cultural values from Confucianism while fostering essential cognitive skills for 21st-century students Incorporating dialectical thinking in teaching methods can enhance educational outcomes in the context of globalization and technological advancements As a result, dialectical teaching emerges as a promising pedagogical approach to support successful curriculum innovations in Vietnam post-2020.
Pedagogical change is fundamentally influenced by teachers' thoughts and behaviors (Fullan, 2007a) This chapter explores teachers' perceptions and beliefs about their professional roles and how these perspectives shape their teaching practices It also examines the beliefs and perceptions of Vietnamese teachers regarding pedagogical change Recognizing that shifts in pedagogy necessitate changes in beliefs, the chapter concludes with strategies designed to empower teachers throughout their journey of transformation.
Chapter Four outlines the research design, focusing on a survey aimed at gathering teachers' perceptions of implementing dialectical teaching in their current educational contexts Participants responded to a mix of closed- and open-ended questions, allowing them to express their views on this pedagogical shift The data from closed questions were analyzed descriptively, while a thematic analysis approach was employed to delve deeper into teachers' perceptions regarding the application of dialectical teaching in their classrooms.
Chapters Five and Six present the findings of my study through two distinct phases In phase one, the data was analyzed based on teachers’ perceptions of implementing dialectical approaches, utilizing six survey questions Chapter Five highlights general trends in teachers’ perceptions regarding changes in their practices, while Chapter Six delves into their perspectives and intentions to adopt the new pedagogical approach during the overall analysis in phase two Three key themes emerged, reflecting their willingness and capacity to adapt their teaching methodologies.
Chapter Seven presents the key findings of the study and offers recommendations for Vietnamese educational authorities across three areas: in-service teacher development, teacher education, and leadership Additionally, this chapter concludes with suggestions for future research and discusses the study's contributions to the field as well as to the researcher’s understanding.
Chapter Summary
Dialectical teaching presents a promising pedagogical approach to enhance Vietnam's development by fostering students' cognitive capacities, ultimately leading to greater success in education, careers, and life This method harmonizes traditional wisdom with modern thought, aligning well with Vietnam's harmony-seeking society By incorporating analytical, evaluative, and reflective thinking in an open-minded manner, dialectical teaching allows Vietnamese individuals to connect with their socio-cultural heritage while nurturing a skilled workforce essential for economic growth Furthermore, it may support the effective implementation of the competency framework proposed by the Ministry of Education and Training (MOET) post-2020, facilitating the development of key competencies outlined in this framework.
Dialectical teaching can serve as an ideal model for enhancing the cognitive abilities of Vietnamese students, but its effectiveness hinges on teachers' understanding and perception of its practical application A study exploring teachers' views on this pedagogical approach is essential for fostering educational success in Vietnam As noted by participant teacher P339, the successful adoption of this change relies on various factors, including teachers' awareness of the significance of dialectical teaching and their motivation to embrace this responsibility Additionally, teachers' beliefs regarding students' learning capabilities and their confidence in modifying their teaching methods play a crucial role Gaining insights into teachers' beliefs and perceptions within the framework of dialectical teaching can guide various educational sectors, including in-service and pre-service teacher development and leadership, in creating strategic initiatives to prepare educators for implementing this innovation post-2020.
Dialectical thinking harnesses cognitive strategies essential for problem-solving, creative thinking, and adaptive reasoning, ultimately enhancing human cognitive abilities This approach is vital for Vietnam's progress in the 21st century Chapter Two will explore the relevant literature that informs this study.
Dialectical Thinking as a Way Forward
This thesis positions dialectical thinking as both a cognitive ability and a pedagogical approach aimed at enhancing the cognitive capacities of Vietnamese students The term "dialectical teaching" specifically refers to this pedagogical method, although the terms may be used interchangeably throughout the thesis for clarity The literature review is divided into two parts: the first part, presented in this chapter, provides a literature-based background on dialectical thinking as a progressive method, while the second part, found in Chapter Three, explores teachers' perspectives on their professional roles and how these views influence their willingness and ability to implement changes in their teaching practices, alongside the supportive conditions necessary for such changes.
This chapter examines dialectical thinking as an effective approach for Vietnam to achieve its educational goal of success for all It begins by defining dialectical thinking as a blend of traditional and contemporary values within the Vietnamese context The cognitive abilities inherent in this form of thinking are highlighted to illustrate its potential for enhancing educational outcomes.
The article explores the cognitive capacities of Vietnamese students, focusing on the integration of critical thinking within the educational framework and the associated challenges It suggests that while critical thinking terminology may clash with Vietnamese cultural norms, dialectical thinking aligns more closely with local values The discussion highlights how cultural influences shape thinking patterns, emphasizing that cognitive styles are not defined by geography but by the shared beliefs and values within specific communities Evidence is presented to support the idea that Vietnamese children possess the ability to think dialectically, demonstrating their potential to enhance cognitive skills and tackle challenges in a globalized world The article concludes by advocating for dialectical teaching as an effective pedagogical approach to foster these cognitive capacities.
Vietnamese education to realise this potential for their students is articulated in section 2.5.
Dialectical Thinking - A Vietnamese Mindset
The dialectical mind in Vietnamese Society
The traditional dialectical mindset in Vietnamese culture is primarily shaped by Taoist and Buddhist influences This way of thinking is grounded in three key principles, reflecting a unique philosophical approach that blends these spiritual traditions.
• Principle of change: reality is not static; rather, it is dynamic, flexible, and constantly changing;
The principle of contradiction asserts that existence is defined by the unity of polar opposites, which coexist and mutually influence one another This dynamic interaction and interconnection between these contradictions form the fundamental mechanism driving the operation of existence.
The principle of relationship, or holism, emphasizes that Tao serves as the foundational essence of existence within the universe and human life It governs, interacts with, and influences all forms of existence, highlighting the interconnectedness of all things and phenomena Thus, everything in reality is relationally linked to one another and to the Tao.
Taoist dialectic serves as a framework for understanding existence and guiding human reasoning, emphasizing that knowledge is temporary and evolves over time (Cung, 2016; H L Nguyen, 2006; T H Nguyen, 2002) It posits that there is no ultimate truth; instead, knowledge is a subjective construct influenced by human perception People's views on a subject can highlight its benefits or drawbacks, which are shaped by individual interpretation Consequently, under the Taoist dialectic, the inherent contradictions in human perception reflect the complexities of knowledge and reasoning (Cung, 2016; H L Nguyen, 2006).
The constructs of yin and yang illustrate a harmonious relationship where opposing forces are interconnected and interdependent Rather than negating each other, they complement one another, emphasizing that neither can exist in isolation This balance is essential for understanding their coexistence.
Taoist dialectic emphasizes the perpetual change and contradictions inherent in existence, yet it does not provide clear solutions to these conflicts Lao Tzu, the founder of Taoism, advocated for harmonizing opposing forces to achieve a state of equilibrium, akin to the balance of yin and yang.
Dialectical thinkers view the coexistence of contradictory perspectives as a key solution to various problems (Nisbett, 2003; Nisbett et al., 2001; Peng & Nisbett, 1999; Peng et al., 2006) This Taoist dialectic, ingrained in Vietnamese culture for generations, shapes the reasoning and behavior of its people Consequently, they tend to embrace life’s changes, remain open to contradictions, and favor a balanced approach to problem-solving.
The traditional dialectical thoughts are apparent in Vietnamese folklore
Throughout history, the Vietnamese have recognized and respected the inevitability of change, encapsulated in sayings like “one cannot be always fortunate” and “the waves behind drive on those before.” This perspective fosters an understanding of interdependence, illustrated by proverbs such as “a man is known by the company he keeps” and “where there is smoke, there is fire.” Additionally, the Vietnamese embrace the duality of existence, which informs their problem-solving approaches For instance, ancient leaders demonstrated flexibility by feigning submission to Chinese feudalism while maintaining true independence, allowing Vietnam to navigate over a millennium of external influence while selectively adopting cultural elements.
Vietnam adapted various cultural elements to align with its national traditions, leading to the creation of the Han Viet Script This script modified Chinese characters to fit Vietnamese phonetics, reflecting a unique blend of influences and local identity.
Vietnamese Buddhism evolved into a religion accessible to both nobles and peasants, contrasting with its exclusive association with aristocrats in China This shift reflects the deep-rooted influence of folk dialectical thinking in Vietnamese culture, shaping people's beliefs and guiding their actions.
Dialectical thinking in Vietnam uniquely blends Taoist and Marxist influences, reflecting the culture and society's values This modern dialectic, rooted in Hegelian thought, was adapted by Karl Marx, who stripped away the idealist and abstract components to create a more scientific and practical approach Additionally, Marx integrated his revised dialectic with Feuerbach’s materialism, further shaping its application in the Vietnamese context.
Marx argued that his dialectic method stands in stark contrast to Hegel's approach While Hegel viewed the process of thinking, termed 'the Idea', as a creator of the real world, Marx believed that the ideal is merely a reflection of the material world as interpreted by the human mind In this way, Marx emphasized the importance of the material world over abstract ideas, highlighting a fundamental difference in their philosophical perspectives.
Marxist dialectic follows four principles (T Vu et al., 2006):
1 Nature is connected and determined: things and phenomena in nature are interconnected, dependent, and determined by each other Consequently, things and phenomena cannot be perceived in isolation but in their relationship with others
2 Nature is in a state of continuous motion and change: in nature, things and phenomena are not in an immobile state but continuously move and change, renew and develop In other words, the essence of things and phenomena is movement and changing, by which some things are emerging and developing while others are disintegrating and disappearing
3 Natural quantitative change leads to qualitative change: the development is an accumulative process of imperceptible and gradual quantitative changes When the quantitative change reaches its extreme, it leads to change in quality The qualitative change is marked by a leap from one developmental stage to another
Dialectical thinking in Vietnamese education
Following national reunification, Marxist dialectical materialism was integrated into Vietnamese education through Marxist-Leninist Philosophy, primarily within higher education This approach has emphasized the importance of dialectical thinking for Vietnamese students, which is essential for navigating information exploration and thriving in a knowledge-based economy.
V Q Tran, 2006) C T Nguyen (1997) advocated that dialectical thinking is important for identifying problems and orienting students to find out solutions while logical thinking gives them tools to solve problems By engaging in this thinking process, students not only construct knowledge for themselves but also develop their thinking skills, nurture their confidence in their creativity and interest in inquiring
Dialectical thinking is closely associated with the understanding of Marxist-Leninist dialectical materialism, as highlighted by various scholars (T L Hoang, 2014; T K T Nguyen, 2013; V Q Tran, 2006) In tertiary education, the goal of teaching dialectical thinking is to equip students with a comprehensive worldview and epistemology This approach views knowledge and existence as interconnected, emphasizing that thinking involves reflecting on the relationships, movements, and developments within the material world (T K T Nguyen, 2013) Students are encouraged to apply dialectical principles to address challenges in their academic and everyday lives (V Q Tran, 2006).
1 Principle of objectivity: Material world exists independent of subject’s mind
To understand things and phenomena, thinkers have to be based on the studied objects’ essences rather than their subjective beliefs
2 Principle of wholeness: When perceiving things or phenomena, thinkers need to see them in relation to others to identify the relationships between constituent - constituent and between constituents - whole
3 Principle of development: “In nature nothing remains constant Everything is in a perpetual state of transformation, motion, and change” (Bohm, 2004, p 1) The inherent characteristics of motion and change of things is the mechanism and dynamic of their development To deeply understand things and phenomena, thinkers should consider them to be in ongoing motion and change
4 Principle of historicalness-context: Every thing and phenomena have their own developmental history They only exist in a particular historical period and within a particular context When studying things and phenomena, thinkers have to study them in relation to their historical time and contexts
5 Principle of practicality: Every cognitive action is to achieve its practical purposes It has to come from the need to solve a problem in practice and its results have to be validated based on this practice
Dialectical thinking in Vietnam serves as a traditional educational approach that prepares students in Marxist dialectical ontology and epistemology This method aids students in developing complex cognitive skills necessary for navigating an interconnected global landscape It emphasizes the importance of utilizing cognitive abilities to tackle multi-faceted problems and encourages students to make informed decisions by considering various perspectives By fostering an understanding and respect for diverse viewpoints, dialectical thinking equips students to analyze how different perspectives are formed and to reflect on their own thought processes, ultimately enhancing their critical thinking skills (Paul, 2012).
This focus is similar to the competency of dialectical thinking conceptualised by
T L Hoang (2014) Dialectical thinking is a sum of cognitive capacities, dispositions, and the dialectic unity of knowledge, logical thinking, and dialectical epistemology, which aims to solve problem in an effective, creative, and reflective manner (T L Hoang, 2014) (It may be worthwhile to note that dialectical thinking and competency of dialectical thinking are defined differently by Vietnamese scholars The former relates to the Marxist dialectic principles while the latter refers to cognitive constructs and capacities to apply these principles (Dinh & Nguyen, 2003; T L Hoang, 2012, 2014)) However, dialectical thinking defined as the using of cognitive processes and skills pays more attention to the ultimate goal of thinking - improvement in students’ thinking This is critically crucial in the innovation age where knowledge is not only acquired from books and teachers but also via discourses with others; where learning expands beyond the boundary of schools and becomes a lifelong process.
Dialectical thinking: cognitive capacities
This study aims to enhance cognitive abilities among Vietnamese students at all educational levels by focusing on dialectical thinking, which involves employing various cognitive processes to address multi-faceted problems fairly and effectively When faced with complex issues, students often hold differing or seemingly conflicting viewpoints Rather than polarizing these perspectives, they are encouraged to explore the diversity of opinions and the assumptions behind them By analyzing and assessing the strengths and weaknesses of these viewpoints, students can combine the most compelling elements to arrive at a well-rounded solution.
This perspective of dialectical thinking may be slightly different from that of some Western scholars, who consider this thinking in a very specific situation Paul
Dialectical thinking, as defined by Paul (2012), is the process of assessing the strengths and weaknesses of opposing viewpoints, positioning it alongside dialogical thinking, which involves an exchange between differing perspectives Both forms of reasoning are essential components of critical thinking, requiring students to actively engage in dialogue and evaluate contrasting ideas to develop their critical thinking skills.
In the Vietnamese context, dialectical thinking is a sophisticated cognitive process that encompasses problem-solving, creative thinking, and metacognition, allowing individuals to address challenges effectively and flexibly This type of thinking is interconnected with dialogical thinking, which emphasizes empathetic reasoning rather than functioning as an isolated process As a result, dialectical thinking prioritizes the development of win-win solutions that integrate diverse perspectives and benefit all parties involved.
2.1.3.1 Dialectical thinking: the problem solving component
Dialectical thinking aims to enhance problem-solving by understanding opposing perspectives in a reflective and fair manner However, it transcends merely evaluating these viewpoints; it incorporates logical reasoning to inform decision-making and develop effective solutions.
Dialectical thinking differs from scientific thinking by embracing multiple perspectives rather than strictly categorizing them as right or wrong This approach integrates critical elements from various viewpoints to develop more comprehensive solutions Fisher (1991) referred to this quality as fair-mindedness, emphasizing the receptivity, flexibility, and creativity inherent in dialectical thinking In contrast to the rigid nature of scientific reasoning, dialectical thought fosters a more holistic problem-solving process.
Dialectical thinking is stimulated by ill-structured problems, which encourage divergent thinking rather than seeking a singular solution (Kitchner, 1983) This type of problem-solving creates a space for the development of dialectical reasoning In today's rapidly evolving world, students encounter challenges that demand multiple perspectives (Basseches, 2005; Paul, 2012) The constructive conflict arising from these differing viewpoints fosters critical analysis and assessment skills among students (Jarupathirun & ).
According to Zahedi (2007), students practice sympathetic reasoning, as noted by Paul (2012), by hypothesizing that opposing views may hold truth This approach allows them to critically examine these opposing perspectives while still supporting their own beliefs They focus on identifying the underlying assumptions, logical content, and consistency of each argument, as highlighted by Sussman and Herden.
The goal of this approach is to recognize the strengths of opposing viewpoints rather than merely criticizing their flaws By engaging in dialectical analysis, students gain a deeper understanding of human thought and elevate their level of comprehension This integration of diverse perspectives ultimately leads to more effective solutions and enriches the learning experience.
& Herden, 1982) It also enables dialectical thinking to contribute to the effectiveness of problem solving
2.1.3.2 Dialectical thinking: the meta-cognitive component
Metacognition, often described as "thinking about thinking," allows individuals to regulate their cognitive processes (Livingston, 2003) According to Flavell (1979), it comprises two main components: metacognitive knowledge, which encompasses one's understanding of themselves, tasks, and strategies that influence cognitive outcomes, and metacognitive experience, which involves the regulation of cognitive processes through planning, monitoring, and evaluation Researchers like Kitchner (1983), Kuhn (1999), and Kuhn and Dean (2004) emphasize the importance of epistemological understanding, or epistemic cognition, in metacognition, as it significantly affects the other components and cognitive results This understanding helps individuals answer critical questions about knowledge, such as "How does anyone know?" and "What do I know about my knowing?" (Kuhn, 1999, p.18).
Developing dialectical thinking would facilitate students’ metacognition
Engaging in sympathetic reasoning allows students to acquire valuable knowledge that enhances their meta-cognitive skills By reflecting on their thought processes, they can identify effective and ineffective cognitive strategies for problem-solving Evaluating diverse perspectives fosters the exploration of alternative cognitive approaches, leading to more substantial solutions Moreover, sympathetic reasoning deepens students’ epistemological understanding, as they recognize that everyone holds subjective viewpoints that may differ from their own and can be evaluated for validity According to Kuhn and Dean (2004), this awareness signifies a high evaluativist level of epistemological understanding, which motivates students to participate in intellectual inquiry and make informed decisions when faced with conflicting perspectives.
Dialectical teaching fosters an appreciation for diverse human perspectives on common issues, encouraging students to understand that solutions are often reasonable rather than absolute (Kitchner, 1983) This approach can lead to changes in students' reference frameworks by revising existing beliefs or incorporating new ideas As a result, dialectical thinking enhances both metacognitive knowledge and epistemological understanding, laying a solid foundation for effective cognitive processes that support future learning and critical thinking (Kitchner, 1983).
2.1.3.3 Dialectical thinking: the creative thinking component
Dialectical thinking initiates the creative reasoning process by prompting students to confront problems and apply analytical thinking to find solutions This involves analyzing the issue, generating hypotheses, and exploring various methods to test these hypotheses while identifying alternative solutions The evaluation of these hypotheses and solutions reflects key aspects of creative thinking Additionally, the generation of original ideas is complemented by critical judgment and evaluation to assess their appropriateness and practicality.
The interrelation of dialectical thinking and creative thinking could be clarified by the relation between critical thinking and creative thinking captured by Norris and Ennis
(1989 as cited in Chang, Li, Chen & Chiu, 2015) These two kinds of thinking are components of “good thinking” Critical thinking includes two parts - “evaluative” and
Creative thinking is an originality-generating process that encompasses skills such as formulating questions, developing hypotheses, and planning experiments, which are essential for critical thinking This type of thinking consists of two components: reflective and non-reflective The reflective component aligns closely with critical thinking, as it involves the thoughtful examination and evaluation of hypotheses Both critical and creative thinking are interdependent; without creativity, critical thinking can become mere skepticism, while creativity devoid of critical thought can lead to mere novelty.
Dialectical thinking also promotes students’ creative thinking In contrast to formal thinkers, who only change their perspectives when there are some errors
Dialectical thinkers, as noted by Popper (1940), recognize that truth is not absolute, making them open to various perspectives This openness allows them to analyze, evaluate, and reflect on different viewpoints, which can lead to innovative reconceptualizations of problems Consequently, dialectical thinkers can transition more easily from traditional paradigms to new, creative solutions (Yang, Wan & Chiou, 2010, p 82).
Summary
Vietnam's unique blend of Taoist and Marxist dialectics offers a significant advantage in preparing its citizens for globalization, enhancing their cognitive abilities Dialectical thinking fosters essential skills such as problem-solving, creative thinking, and metacognition, all grounded in inquiry-based learning This approach enables students to tackle complex problems critically and creatively, aligning with global educational goals Despite its potential, dialectical thinking is often overlooked in curriculum innovation, which limits its role in developing cognitive skills vital for the success of Vietnamese children Emphasizing dialectical thinking in education is crucial for equipping students with a comprehensive skill set necessary for the modern world.
Globalization demands that individuals cultivate essential cognitive skills to achieve success This trend highlights the growing importance of dialectical thinking and the enhancement of critical thinking abilities among students, as emphasized by various researchers (Choy & Cheah, 2009; Koh, 2002; Newmann, 1990; Paul, 2012; Pithers).
Critical thinking is defined as reflective, reasoned, purposeful, and goal-directed thinking that enables individuals to achieve specific outcomes This concept has been emphasized in various educational frameworks, including those outlined by Dewey, Ennis, Facione, Halpern, and Paul In Vietnam, critical thinking is increasingly recognized as a vital objective within tertiary education, reflecting a commitment to enhancing educational outcomes in institutions like Hoa Sen University and Ton Duc Thang University.
The University of Information Technology (2014) highlights the growing emphasis on critical thinking as a key learning outcome in general education, as noted in the curriculum renewal documents by MOET (2017) However, it is essential to explore the effectiveness of critical thinking in enhancing cognitive capacities in Vietnam, particularly given the country's strengths in dialectical thinking, which could positively influence the development of future generations.