Chapter 5. False Dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning

  1. Mark Mason Associate Professor Director Regional Editor President Programme Chair
  1. Janette Ryan Senior Lecturer Faculty1 and
  2. Kam Louie Professor Dean Faculty Fellow2

Published Online: 9 MAR 2009

DOI: 10.1002/9781444306774.ch5

Critical Thinking and Learning

Critical Thinking and Learning

How to Cite

Ryan, J. and Louie, K. (2008) False Dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning, in Critical Thinking and Learning (ed M. Mason), Blackwell Publishing Ltd., Oxford, UK. doi: 10.1002/9781444306774.ch5

Editor Information

  1. Faculty of Education, University of Hong Kong, Hong Kong

Author Information

  1. 1

    Monash University, Australia

  2. 2

    Faculty of Education, University of Hong Kong, Hong Kong

Publication History

  1. Published Online: 9 MAR 2009
  2. Published Print: 23 APR 2008

ISBN Information

Print ISBN: 9781405181075

Online ISBN: 9781444306774

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Keywords:

  • false dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning;
  • Asian Students in changing Australian educational contexts;
  • Confucian heritage cultures (CHC);
  • CHC Student - from deficit to surplus value;
  • CHC Student and ‘deep learning’;
  • assumed values of Western education;
  • ‘Critical Thinking’ and other ‘Western’ values;
  • implications for teachers;
  • characterisations of ‘models’ and ‘virtues’ of educational systems - too generalised to be meaningful

Summary

This chapter contains sections titled:

  • Asian Students in Changing Australian Educational Contexts

  • The CHC Student: From Deficit to Surplus Value

  • The CHC Student and ‘Deep Learning’

  • Assumed Values of Western Education

  • ‘Critical Thinking’ and Other ‘Western’ Values

  • Implications for Teachers

  • References