Comparing Western Teaching and Learning with Confucian Teaching and Learning

Citation data:

CONFERENCE: SoTL Commons Conference

Publication Year:
2014
Usage 908
Downloads 833
Abstract Views 75
Repository URL:
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/3
Author(s):
Wang, Victor
Tags:
Andragogy; Pedagogy; Confucius; Brookfield; Cultures; Theory; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Higher Education; Social and Philosophical Foundations of Education
lecture / presentation description
Wang’s research reveals that in Confucius Heritage Societies (CHS), politics takes precedence over educational policies. His research reveals that we must teach lower order thinking skills first before we teach higher order thinking skills. His research confirms that rote learning and memorization precede critical thinking and creativity. Further, Wang's research confirms Brookfield's theory that cultures put a strain on the beautifully, well-reasoned theory of andragogy, which has brought a revolution to education and training in North America. Wang found via his cross cultural research that instructors in the Eastern culture adopt primarily a pedagogical instructional mode, whereas instructors in Western cultures adopt primarily an andragogical instructional mode. Educational implications for instructors in North America who are involved in helping learners from CHS are such that these instructors should consider incorporating pedagogy into their every day classroom practice. Andragogy alone may frustrate learners from CHS. Likewise, Western instructors who wish to practice andragogy in CHS may find that their practice may be limited by the aforementioned factors. This presentation aims to prescribe applicable applications to faculty members who actively seek the correct practice of andragogy versus pedagogy in different cultures.