Filiality, Compassion, and Confucian Democracy

Kim, Sungmoon

doi:10.1080/09552360802440041

Cited by 8 publications

(3 citation statements)

References 27 publications

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“…Individualistic cultures encourage open expression of positive emotions, whereas collectivistic cultures may put more emphasis on emotional restraint and humility than on the expression of positive emotions. The encouragement of humility in East Asian culture, rooted in Confucianism and Taoism, may foster the cultivation of modest thinking and the experience and expression of one’s thoughts and emotions among East Asians ( Lee et al, 2001 ; Kim, 2023 ). The humility East Asians show is distinct from self-effacement and reflects the tendency of demonstrating humility in everyday life.…”

Section: Discussionmentioning

confidence: 99%

Toward an explanation of cultural differences in subjective well-being: the role of positive emotion norms and positive illusions

Kim,

Sasaki

2024

Front. Psychol.

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The present research explores the role of positive emotion norms and positive illusions in explaining the higher subjective well-being observed among Europeans compared to East Asians in Canada. Specifically, we investigate the underlying psychological mechanisms contributing to the prevalence of positive self-views among individuals with European backgrounds, characterized by individualism, versus those with East Asian backgrounds, associated with collectivism. Our study compares Europeans and East Asians in Canada to determine whether cultural norms regarding positive emotions account for the elevated positive self-views and subjective well-being in Europeans. With a sample of 225 participants (112 Europeans and 113 East Asians), our findings reveal significant indirect effects of culture on subjective well-being through positive emotion norms and positive illusions. This study highlights that Europeans, compared to East Asians, believe it is more appropriate to experience and express positive emotions, and this norm influences their positive self-views, subsequently impacting subjective well-being. These findings offer valuable insights into how cultural factors shape subjective well-being across different groups.

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Section: Discussionmentioning

confidence: 99%

Toward an explanation of cultural differences in subjective well-being: the role of positive emotion norms and positive illusions

Kim,

Sasaki

2024

Front. Psychol.

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“…Traditionally, Korea tended to regard education as critical within a Confucian class society. Confucianism emphasises the manifestation of moral virtues which require constant self-cultivation through learning (S. Kim 2008). Prioritised as moral agents, Confucian intellectuals were socially respected and entitled to the role of teachers, advisors, ministers or government officials, which implies that Confucian scholarship played a role as a medium of social mobility, although this was limited to social class.…”

Section: The Context Of Koreamentioning

confidence: 99%

Research in Global Learning: Methodologies for global citizenship and sustainable development education

2023

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List of figures and tables ix List of contributors xi List of abbreviations xv Acknowledgements xvii General introduction 1 Douglas Bourn Part I: Relationship of policy to practice 11 1 Grounding PISA: comparing views of the PISA global competence questionnaire across the centre and periphery in Israel 15 Heela Goren 2 Ethnography and sustainable learning in Jamaica 35 Romina De Angelis 3 Bridging practice and policy through post-positivist realism: understanding primary school teachers' agency for global citizenship education in South Korea 53 Kyoungwon Lee Part II: Opportunities and constraints within different education systems and the role of teachers 71 4 Understanding global learning through the lens of global citizenship education in Kazakhstan 75 Natalya Hanley ContEnts vi 5 Global learning as a pedagogical approach to develop the purpose and value of primary science education Amy Strachan 6 Global learning enabling teacher voices in one Greek primary school: mixed methods including action research and interviews Giannis Efthymiou 7 Framing the 'other': examining social studies textbooks in Pakistan using critical discourse analysis Aamna Pasha Part III: Global citizenship, internationalisation and sustainable development in higher education 8 The value of multiple case studies in researching internationalisation of higher education Monika Kraska Birbeck 9 Global citizenship education in higher education in Ghana: the added value of case study to global learning Simon Eten Angyagre 10 Analysis of teacher education curriculum in Turkey regarding education for sustainable development Nese Soysal Part IV: Perspectives and voices of young people and students 11 A longitudinal study on Chinese international students' perception of global citizenship during study in the UK Xi Tao 12 Personalised and dynamic: life experiences tailor how young people engage locally and globally

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“…Individualistic cultures encourage open expression of positive emotions, whereas collectivistic cultures may put more emphasis on emotional restraint and humility than on the expression of positive emotions. The encouragement of humility in East Asian culture, rooted in Confucianism and Taoism, may foster the cultivation of modest thinking and the experience and expression of one's thoughts and emotions among East Asians (Lee et al, 2001;Kim, 2023). The humility East Asians show is distinct from selfeffacement and reflects the tendency of demonstrating humility in everyday life.…”

Section: Cultural Norms Of Positive Emotionsmentioning

confidence: 99%

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Filiality, Compassion, and Confucian Democracy

Cited by 8 publications

References 27 publications

Toward an explanation of cultural differences in subjective well-being: the role of positive emotion norms and positive illusions

Toward an explanation of cultural differences in subjective well-being: the role of positive emotion norms and positive illusions

Research in Global Learning: Methodologies for global citizenship and sustainable development education

Table_1.docx

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