Constant and emerging characteristics of Chinese learners in changing school contexts

Chinese Postgraduate Students’ Perspectives on Developing Critical Thinking on an UK Education Masters

“…Lixue claimed to have had why questions before coming to the UK. This is coherent with observations that the higher educational system in China is changing with more Western influence (Wang, 2013). It is also possible that the participants had an innate questioning disposition which might not have been verbalised, in compliance with the norm in the academic environment in China as purported by Lixue and the other participants.…”

“…Other than the complexity of the subject of developing critical thinking, the small number of participants in the study may not be considered as representative. As in much qualitative research which aims for an 'authentic understanding' of peoples experiences (Silverman, 2011), and with increasing interest to explore the emerging characteristics of Chinese learners (Wang, 2013), the study should be seen as explorative and providing contextual understanding of the lived experience of the participants and how they perceive they develop critical thinking.…”

“…From studying 400 Chinese middle school students in China, Shi (2006) argues that the educational context in China is changing and there is insufficient understanding of Confucianism in the modern day to wholly attribute the learning disposition of Chinese students to their Confucian heritage -a view corroborated by Tian and Low (2011) who examined Chinese literature, and conclude that elements of reflective thinking, open mindedness and critical thinking can be found in Confucianism. Wang (2013) further stresses that the emerging characteristics of Chinese learners can be seen as a fusion of their cultural heritage and Western influences on education at home and abroad. Shi and Wang's arguments are bolstered by empirical evidence demonstrating that Chinese students can learn successfully in the West (Gieve & Clark, 2005;Kingston & Forland, 2008).…”

“…China is part of the East Asian geographic region with differing political, philosophical, social cultural and economic characteristics (Burke, Keating, Vickers, Fearnside, & Bateman, 2009), but a common Confucian heritage which is in contrast to Western Socratic traditions (Durkin, 2008). Nonetheless, Wang (2013) suggests that the Chinese learner of the 21 st century will be influenced by both Western and Eastern education traditions. It will be interesting to see how forces of globalisation and internationalisation with increasing appetite for research collaboration, and unimpeded student mobility between countries may yet have an impact on hitherto firmly entrenched contradictory philosophical positioning between the East and the West.…”