Chapter 5. False Dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning
- Mark Mason Associate Professor Director Regional Editor President Programme Chair
Published Online: 9 MAR 2009
DOI: 10.1002/9781444306774.ch5
Copyright © 2008 the Authors
Book Title
Critical Thinking and Learning
Additional Information
How to Cite
Ryan, J. and Louie, K. (2009) 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
Faculty of Education, University of Hong Kong, Hong Kong
Publication History
- Published Online: 9 MAR 2009
- Published Print: 23 APR 2008
ISBN Information
Print ISBN: 9781405181075
Online ISBN: 9781444306774
- Summary
- Chapter
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