There are several reasons why our domestic universities are not conducive to the cultivation of thinking ability at this stage. The first reason is that although our traditional culture in China has created brilliance in various aspects, it also has its shortcomings. Confucian culture, in particular, pays attention to respecting the old and loving the young, respecting teachers and valuing morality. Although it makes sense, it also produces an inertia and rigid model, lacking the motivation to challenge the existing conclusions.

The second reason is that our primary and secondary education is basically exam-oriented education. The purpose of exam-oriented education is for the college entrance examination, and the standard to measure the performance of middle school teachers lies in the rate of entering the college entrance examination. I tell a story. There is an article by Wang Meng in the middle school Chinese textbook. On one occasion, Wang Meng's granddaughter asked Wang Meng with her homework and asked what the moral of this article was. Wang Meng chatted with her about the initial idea of writing this article. She replied that it was wrong and said what the standard answer provided by the teacher was. Wang Meng felt very angry. This is not surprising. Pursuing the only correct answer in exam-oriented education. This is a rather restrictive thinking.

There is a third reason, another extreme tendency, which I call the "Great Criticism" mode of thinking in the "Cultural Revolution" style. In fact, such "great criticism" remarks often appear on the Internet. Anyone who makes any remarks will be immediately denied, but it will not be reasonable. Critical thinking is different. The word "criticism" in Chinese is negative, while the word "criticism" in English is neutral and has many meanings such as criticism, criticism and argument.