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This article examined the relationship between ideology and conspiratorial thinking and the related mediating effect of ingroup favoritism in a non-Western society. We investigated patriotism and nationalism as two favorable orientations toward national ingroups. We also examined their relationship with the general conspiracy mentality and the specific conspiracy beliefs that have emerged during the COVID-19 pandemic. The results revealed that conservative ideology was associated with conspiratorial beliefs in China regardless of the specific conspiracy theories related to ingroups or outgroups, which indicates such tendencies may exist universally across cultures. Patriotism was not associated with conspiracy theories about the origin of COVID-19, whereas nationalism was negatively associated with the conspiracy theories about China (an ingroup) and positively associated with conspiracy theories about the US (an outgroup). Moreover, nationalism mediated the relationship between ideology and specific conspiracy beliefs during the pandemic. The general conspiracy mentality did not predict conspiracy theories about the origin of COVID-19. The results indicate that believing conspiracy theories is not only the result of a stable conspiracy mentality but is also influenced by ideology and intergroup relations. [ABSTRACT FROM AUTHOR]

There is a common perception that Chinese students are proficient test takers, but less adept at critical thinking. There is conflicting evidence to support this claim. In this article, the author first briefly traces the development of critical and independent thinking in Chinese history and outlines the situation in Chinese education today. Secondly, he presents his personal experience of encouraging the development of Futures-oriented and critical thinking in a Chinese tertiary education setting, via the creation and teaching of China's first extended Critical Futures Studies courses. The criticality component of the program was modified specifically for the Chinese context. An ethnographic approach is taken in the latter part of this article as the author shares details of that curriculum, as well as successes and shortcomings gleaned from the experience. The purpose of this sharing is to assist other Critical Futures Studies educators in setting up Critical Futures Studies courses in China, or in similar environments where Futures thinking and critical thinking have not been emphasized within the culture and/or educational curricula. The article also posits suggestions on how to develop such programs and related critical thinking processes in broader school curricula. Finally, the author reflects upon his/her role as a critical futurist in China, using Inayatullah's (2018) Causal Layered Analysis. [ABSTRACT FROM AUTHOR]