Features of Critical Thinking in Russian and Western Traditions

The study examines a comparative analysis of the distinctive features underlying the formation of critical thinking in Russian and Western (mainly Anglo-American) educational traditions. The aim of the study is motivated by the imperative of fostering intercultural dialogue, ongoing educational reforms, and the growing demand for the development of digital literacy. Particular attention is paid to the identification and analysis of the profound philosophical and historical foundations that underpin these two traditions. It is emphasized that the Western approach, rooted in Enlightenment ideals, pragmatism, and the Socratic dialogue, conceptualizes critical thinking as an explicit, universal skill essential for autonomous conduct and active civic engagement. In contrast, the Russian tradition – influenced by collectivism, a literature-centered paradigm, and the Soviet-era practice of “criticism and self-criticism” – frequently regards critical thinking as an implicit outcome of profound mastery of disciplinary knowledge, especially within the exact sciences. Based on a comparative examination of pedagogical methodologies, the respective roles of instructors and students, as well as evaluative emphases, the study concludes that a fundamental divergence exists between the two models: the Western framework prioritizes procedural rigor and cognitive autonomy, whereas the Russian model foregrounds content mastery and disciplinary depth. This analysis contributes to a nuanced understanding of the epistemological and pedagogical orientations that shape critical thinking development across diverse educational contexts.