A comparative study of the liberal arts tradition and Confucian tradition in education

Cheng, Baoyan

doi:10.1007/s12564-017-9505-6

Cited by 10 publications

(6 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Findings indicate that overall, U.S. HIPs are either absent or present in significantly different forms in Chinese higher education. The greatest similarity in HIPs occurs in top-ranked Chinese universities, which have been experimenting with the U.S. liberal arts model (Cheng, 2017;Pang et al, 2020) that the AAC&U explicitly endorses.…”

Section: Discussionmentioning

confidence: 99%

“…Institutional ranking, primarily determined by Double First-class status, was one important factor associated with the adoption of certain HIPs. Particularly, aside from a few top-ranked institutions that are experimenting with Anglo-American liberal arts models (Cheng, 2017), Chinese universities do not routinely offer writing-intensive courses, common intellectual experiences (in the form of general education), or service-learning programs. These results are consonant with the mainstream Chinese system of undergraduate specialization and lack of experiential learning (Huang, 2019).…”

Section: High-impact Practices Operating In Chinese Higher Education ...mentioning

confidence: 99%

See 1 more Smart Citation

Stones from Another Mountain: A Critical-Cultural Comparison of Chinese and U.S. High-Impact Learning Practices

Xu¹,

Strzepek²

2023

nsej

View full text Add to dashboard Cite

The Association of American Colleges and Universities promotes 11 high-impact practices for undergraduate learning that have been widely adopted in the U.S. This study investigates the cross-cultural relevance of these practices in 18 Chinese universities, based on reports from 20 mid-and high-level higher education administrators employed in a varied set of universities throughout China. Findings indicate that the U.S. practices are either absent in Chinese higher education or are present in significantly different forms. Results also include distinctly Chinese high-impact practices. A critical-cultural "transpositional" analysis focuses on how Chinese and U.S. colleges and universities might translate potentially useful practices across cultures according to each country's distinct sociocultural context and postsecondary goals.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: High-impact Practices Operating In Chinese Higher Education ...mentioning

confidence: 99%

Stones from Another Mountain: A Critical-Cultural Comparison of Chinese and U.S. High-Impact Learning Practices

Xu¹,

Strzepek²

2023

nsej

View full text Add to dashboard Cite

show abstract

“…They offer students formal college GE courses and non-formal college life education activities (The Chinese University of Hong Kong, n.d.). After all, the mutual learning environments and opportunities between the East and the West enable students to see themselves in the larger social context, and connect their life courses with the whole nature and mankind, such that they can lead a meaningful and fulfilling life (Cheng, 2017).…”

Section: General Education Among Hong Kong Universities As Policy Bor...mentioning

confidence: 99%

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

Lam

2023

International Journal of Chinese Education

View full text Add to dashboard Cite

Since the introduction of the learning-to-learn reform in 2000, Hong Kong policy-makers indicated that they would engage extensively and continuously in policy borrowing based on other high-performing jurisdictions worldwide. An illustrative example is the introduction of the 3 + 3 + 4 New Academic Structure since 2009. However, one of the areas that remain unexplored is the introduction of a broadening General Education among all eight publicly funded universities in the additional year of the four-year undergraduate education. Through narrative review on the basis of Ochs and Phillips’s theoretical model of policy borrowing in education, this article aims to offer an overview of the introduction of General Education among these universities and how it has been undergoing the four respective stages of (1) cross-national attraction; (2) decision; (3) implementation; and (4) internalisation or indigenisation. This will touch upon evaluating the key features being borrowed, adapted, and implemented, reviewing the relevant processes and outcomes, as well as highlighting the issues and challenges that have been and will be experienced. All these evidence-based perspectives can allow practitioners, policymakers, and researchers to better understand the complex policy borrowing process of General Education as a global educational initiative.

show abstract

“…In contrast to previous attempts to introduce communicative language teaching, which have been criticized as imposing western approaches in China ( Hu, 2005 ), the NCS does put more emphasis on the tenets of Confucianism, of mutual respect and care ( Ministry of Education [MOE], 2018 ; Cheng and Zhang, 2020 ). The “figure of Confucius has been a key feature of revisionist assessments” of education ( Lei, 2020 , p. 174), and Confucius still plays an important role as a key cultural philosopher of the modern PRC, influencing education in China and other cultures, particularly the student-teacher relationship ( Cheng, 2017 ). Confucius set a lofty example for all teachers to emulate, and is often referred to as “an exemplary teacher for all ages” and “the greatest sage and teacher” ( Rao, 1998 , p. 49).…”

Section: An Overview Of the New Curriculum Standardsmentioning

confidence: 99%

The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role

Lei

Medwell²

2022

Front. Psychol.

View full text Add to dashboard Cite

The New Curriculum Standards for teaching English introduced major changes in the culture of teaching and learning English in the Peoples Republic of China (PRC). Changes have been linked to changing goals for English instruction and a revision of Confucian values in schooling. In this article, we argue that this English curriculum proposes a new role, with new demands, for English-as-foreign-language (EFL) teachers in the PRC. In order to implement the curriculum reform successfully, teachers involved in the reform are required to have a shared understanding of its nature, purposes and scope. However, little is known about to what extent EFL teachers understand and engage with their new roles. This study examines teachers’ understandings of the new curriculum and of the new, demanding role of teachers implied by the curriculum. This is a mixed methods study involving an analysis of the curriculum document, a survey (n = 227) of EFL teachers and semi-structured interviews with a sample of teachers in the cohort (n = 18). The findings suggest that many teachers know the content of the curriculum document, but expressed uncertainty about the implications of changes, uncertainty about what a shift to student-centered teaching and learning means and confusion about new professional development demands. The findings of this study have wider implications for EFL teachers, teacher educators, researchers and policy makers in the PRC and similar national contexts. This article highlights that, from an international perspective, introducing new ideas and practices should consider teachers’ existing understanding and experiences of the curriculum as well as the way in which they understand the purposes of the changes, and should promote a shared understanding of policy intentions.

show abstract

A comparative study of the liberal arts tradition and Confucian tradition in education

Cited by 10 publications

References 20 publications

Stones from Another Mountain: A Critical-Cultural Comparison of Chinese and U.S. High-Impact Learning Practices

Stones from Another Mountain: A Critical-Cultural Comparison of Chinese and U.S. High-Impact Learning Practices

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role

Contact Info

Product

Resources

About