This document provides an overview of Chinese cultural values and their influence on learning and teaching traditions. It discusses the Confucian emphasis on education and its role in societal development. Key Chinese values identified include abasement, respect for authority, continuity in relationships, and harmony. Traditionally, learning involved rote memorization, an examination focus, and an authoritarian teacher-student relationship. However, more recent discussions note that students can be reflective rather than passive and that relationships involve responsibility and morality beyond formality. The conclusion is that understanding involves both memorization and deeper reflection.

3. Chinese Cultural Value – a recent study

4. The Influence of Chinese Cultural Value on Learning and Teaching tradition1. the Confucian influence 2. some commonly held opinions 3. discussion and recent discussions

5. Who are the Chinese? (in Vancouver Area)

8. Shanghai / China Population: 18.6 million

9. Taipei, Taiwan Population: 2.6 million

10. Hong Kong / SAR, China Population: 7 million

11. Chinese Cultural Values – a recent study based on Kluckhohn and Strodbeck’s classification and framework of Chinese values Conducted in 2007, 36 respondents by standardized questionnaires and in-depth individual interview + 2 focus groups

12. Selected Chinese cultural Values for investigation* * based on Kluckhohn and Strodbeck’s classification and framework of Chinese values

13. Abasement, modesty and self-effacement are prevailing 謙

14. Situation-orientation, depends on situation, easy to give in and settle with less 緣

15. Respect for authority, prone to obey or trust authority, More reliance and less initiative 敬

16. Expect continuity of relationship, treasure loyalty and long term relationship 忠

17. Follow the doctrine of the average, do not go to extremes 中

18. Looking for Harmony with others, don’t criticize, use fewer complains 和

19. Chinese cultural Values and their influence on Chinese learning and teaching traditions

20. Chinese Learning in Confucian Tradition

21. The significance of education Education is not only for personal improvement but also for societal development, society requires learned people to be officials.

22. 2. Educability for all and perfectibility for all Everyone is educable; Everyone can become a sage. 有教無類

23. 3. Learning, effort, will power, and human perfectibility Education and learning are always associated with effort. Self-determination or will-power is the driving force of efforts. 將勤補拙

24. 4. Achievement motivation in learning a person should seek perfection and a government office, a person who has cultivated himself should seek to influence the outside world. 顯父母耀祖宗

25. Some Commonly Held Opinions

26. 1. Rote learning and examination culture “although studying anonymously for ten years, once you are successful, you will become well-known in the world” “there are golden houses in books and there are beautiful girls in books” 書中自有黄金屋 書中自有顏如玉

27. 2, Authoritarian teacher and obedient student - “If someone taught you as a teacher for one day, you should respect him as your father for the rest of your life”. Teachers are expected to act as role models, Chinese students expect teachers to have deep knowledge, and be good moral. 一日為師, 終身為父

28. 3. Transmissive teaching and passive learning Teacher’s responsibility is to deliver content; the learner’s responsibility is to absorb it — teachers give and learners receive.

29. Conclusion and some recent discussions Memorizing and understanding memorization is the foundation for deeper understanding? 2. A family relationship between student and teacher - The teacher-student relationships may be not as cold or authoritarian. Formal in class but informal out of class. There is a feeling that teachers and students should think of each other as members of an extended family. Responsibility, authority, and morality (heart) are all part of the relationships. 3. A mixture of authoritarianism and student-centeredness - it may be that “students are not passive but reflective…Chinese students value thoughtful questions which they ask after sound reflection…less thoughtful questions may be laughed at by other students”. 4. ……..

30. Thank You For further information, contact: Ronald Ma MSW RSW Director of Employment Services S.U.C.C.E.S.S. Vancouver, BC, Canada ronald@success.bc.ca