Education as Cultivation in Chinese Culture (Education in the Asia-Pacific Region: Issues, Concerns and Prospects Book 26)

Given the increasing global interest in Chinese culture, this book uses case studies to describe and interpret Chinese cultivation in contemporary Taiwanese schools. Cultivation is a concept unique to Chinese culture and is characterized by different attitudes towards teaching and learning compared to Western models of education. The book starts with a discussion of human nature in Chinese schools of philosophy and levels of goodness. Following the philosophical background is a presentation of how cultivation is practiced in Chinese culture from prenatal through high school education. The case studies focus both on how students are cultivated as they become members of Chinese society, and on what role teachers play in cultivating the children in school. In addition, supports from Chinese educational institutions, including public schools, families, and organizations such as private cram schools, are introduced and explained. In closing, the book presents a critique of the modern school reform movement and the conflicts between the reform proposals and traditional practices. Based on the collective work of Taiwanese researchers in the fields of education, history and anthropology, the book identifies the purpose of education as cultivating virtue in a process of creating an ideal person who serves society, and describes the way teachers have carried on this tradition despite its faltering status in contemporary educational discourse and in the face of reform movements. Given the increasing global interest in Chinese culture, this book uses case studies to describe and interpret Chinese cultivation in contemporary Taiwanese schools. Cultivation is a concept unique to Chinese culture and is characterized by different attitudes towards teaching and learning compared to Western models of education. The book starts with a discussion of human nature in Chinese schools of philosophy and levels of goodness. Following the philosophical background is a presentation of how cultivation is practiced in Chinese culture from prenatal through high school education. The case studies focus both on how students are cultivated as they become members of Chinese society, and on what role teachers play in cultivating the children in school. In addition, common practices of Chinese educational institutions, including public schools, families, and organizations such as private cram schools, are introduced and explained. In closing, the book presents a critique of the modern school reform movement and the conflicts between the reform proposals and traditional practices. Based on the collective work of Taiwanese researchers in the fields of education, history and anthropology, the book identifies the purpose of education as cultivating virtue, the process of creating an ideal person who serves society, and describes the way teachers have carried on this tradition despite its faltering status in contemporary educational discourse and in the face of reform movements. Front Matter....Pages i-viii Introduction....Pages 1-17 Human Nature and Learning in Ancient China....Pages 19-43 The Chinese Way of Goodness....Pages 45-61 Teaching at an Early Age....Pages 63-86 Conflicting Images of Young Taiwanese Children....Pages 87-103 Primary Schooling in Taiwan....Pages 105-125 The Studying and Striving of Secondary Students....Pages 127-148 Art Transforms Destiny: The Unified Examination and Fine Art Education....Pages 149-179 Education-Based Mobility and the Chinese Civilization....Pages 181-200 The Conflict Between Social Mobility and Individual Development....Pages 201-221 Teachers’ Dual Responsibilities for Academic Achievement and Character Development....Pages 223-239 Finding a New Identify for Teachers....Pages 241-257 Conclusion....Pages 259-273 Back Matter....Pages 275-288 3.1 The Meme of Sagehood3.1.1 The Goodness of the Sage King; 3.1.1.1 Sage Inside; 3.1.1.2 Kingdom Outside; 3.1.1.3 Filial Piety; 3.1.1.4 Frugality and Respecting Good People; 3.1.2 From Sage King to Sage; 3.1.3 From Sage to Self-Cultivation; 3.2 The Way of Goodness; 3.2.1 Tendency of Goodness in Human Nature; 3.2.2 Attaining Goodness Realizing Human Nature; 3.2.3 Suffering Perfecting Human Nature; 3.3 The Practice of Achieving Goodness: Proactiveness, Self-Cultivation, and Personalization; Conclusion; References; Chapter 4: Teaching at an Early Age; 4.1 Introduction; 4.1.1 Prenatal Education Chapter 2: Human Nature and Learning in Ancient China2.1 Introduction; 2.2 A Brief History of the Debate on Human Nature; 2.3 Theory of Acquired Habits; 2.3.1 Confucius and Theory of Acquired Habits; 2.3.2 The Mohist Theory of Acquired Habits; 2.3.3 Theory of Feelings and Nature; 2.4 The Theory of the Original Goodness of Human Nature; 2.4.1 Goodness Is Originated from Within; 2.4.2 Human Relationships Connect to Intuitive Learning of Goodness; 2.4.3 People Have Natural Desires for Pursuing Goodness; 2.5 The Theory of Evil Human Nature; 2.5.1 The Legalist Theory of Evil Human Nature 2.5.2 Definition of Evil Human Nature Proposed by Xunzi2.5.3 Xunzi's View of Education as a Process of Refining Human Nature; 2.5.4 Xunzi's Opinion Regarding Learner Psychology as Training the Mind to Transform Oneself; 2.5.5 Xunzi's Views on Education as Social Compensation Which Produces Respect and Status; 2.5.6 Xunzi's View of Teachers as Judges of Culture and Guides of Students; 2.6 Simple and True Theory of Taoism; 2.6.1 Art and Tao; 2.7 Analyzing the Education in Taiwan by Theories of Human Nature; Conclusion; References; Chapter 3: The Chinese Way of Goodness 1.2.3 Learning Virtues Rather than Inquiry as the Process of Learning1.2.4 Actions Not Words Are the Key Element for Expression; 1.2.5 The Tradition Is Supported at Home and School; 1.2.6 Unanswered Questions; 1.3 Taiwan as a Window to Understanding Chinese Education; 1.4 Education as Cultivation in Chinese Culture; 1.4.1 Cultivation as Learning to Be a Whole Person; 1.4.2 Cultivation as Learning Throughout Life; 1.4.3 Cultivation as Structure and Context for Supporting Learning; 1.4.4 A Brief Note on the Order of the Chapters; Conclusion; References Series Editors' Introduction; Contents; Chapter 1: Introduction; 1.1 The Unique Characteristics of Chinese Learners; 1.1.1 Unpleasant Environment but Excellent Achievement; 1.1.2 Strict but Loving Teachers; 1.1.3 Rote Learning for Higher-Order Thinking; 1.1.4 Intertwined Extrinsic and Intrinsic Motivation; 1.1.5 Effort Not Ability Determines School Success; 1.2 Cultural Traditions of Chinese Learners; 1.2.1 Virtue and Not Mind Orientation for Learning; 1.2.2 Self-Transformation and Not Mastering the World as the Goal for Learning 4.1.1.1 The Origin and Development of Prenatal Education in Ancient China