Table 1. Cultural Foundations of School Program in United States and China
From: Early Childhood Education and Relative Policies in China
American Individualism | Chinese Confucianism | |
|---|---|---|
Culture | Individual Freedom, Equality and Choice | Social Honor and Harmony within Moral Hierarchy |
• Morality: Individual Rights and Responsibilities | • Honor: Familial Honor; Awareness of Evaluations of Others | |
• Moral Domain Separate from Social Convention | • Harmony: Modesty, Respect; Acknowledge Others | |
• Equality: Individuals are Equal; Equal Opportunity | • Moral Hierarchy: Filial Piety; Obedience and Care; Shame | |
• Personal Freedom: Free to Choose Own Course of Life | • Self-Cultivation: Learning and Self-Perfection for Family Honor as Moral Value | |
• American Dream: Individuals Make their Own Destinies | ||
School | Child-Centered Education | Traditional Teacher-Centered Education |
• Student Focused: Teacher Adjusts to Student Abilities | • Teacher Focused: Teacher Sets Rigorous Academic Agenda | |
• Localized Control: Courses, Textbooks, Exams | • Nationalized Standards: Courses, Textbooks, Exams | |
• Value on Education: Lower Expectations; Mixed Parent Involvement | • Value on Education: High Standards; Extreme Parent Involvement | |
• Duration: Shorter/Fewer Days; Extracurricular Activities seen as Important; Less Homework | • Duration: Longer Days; More School Days; Extra Tutorials; More Homework; Fewer Extracurricular Activities | |
• Self-as-Learner: Intelligence and Ability as Fixed | • Self-as-Learner: Intelligence as Malleable; Growth Mindset | |
• Process Focus: Teaching Process; Learning Styles | • Content Focus: Deep Content and Rote Knowledge | |
• Many Behavior Problems/Lower Achievement Anxiety | • Few Behavior Problems/High Achievement Anxiety |