Cooperative learning vs Confucian heritage culture's collectivism: confrontation to reveal some cultural conflicts and mismatch

Abstract

CHC countries, Confucian, Collectivism, Group learning, Cooperative learning, Culturally appropriate pedagogy,

Confucian Heritage Cultural Background (CHCB) as a Descriptor for Chinese Learners: The Legitimacy

“…9, No. 10;2013 examination culture is a complex, multidimensional and evolving entity itself. Here, what needs to be cautioned is that even though resorting to central reference points like Confucian values is problematic, it is not recommended that we thus should resort to another single reference point, the examination culture.…”

“…9, No. 10;2013 privileged worth over birth (McMullen, 2011). Despite the continuous changes and external pressures that China is subjected to in today's globalization, the examination system is still largely dictated school learning in China and seems unlikely to disappear (Jin, 2009).…”

“…9, No. 10;2013 and thus existed in isolation of the Chinese context (R. Yang, 2005). The Qing government sponsored 120 children to study abroad, which also contributed to the formation of the basic academic system through those returned and their contributions.…”

“…9, No. 10;2013 education into a market-oriented system. This also changed elite-oriented to a mass-oriented system with the college entrance exam still performed as a selection criterion for more candidates to go to college to stimulate economic development.…”

“…For instance, Lee in Ryan and Louie (2007) have assorted aspects of Confucian beliefs for explanations of Asian students' certain attributes (e.g., positive attitude towards education) that have potential to lead to highly questionable over-generalizations. Another consequences of this 'surplus' perception lies within many researchers' assumptions that Asian values are "discrete, homogenous and unchanging" (Ryan & Louie, 2007, p. 405); these researchers for instance include: Tweed and Lehman (2002);Phuong-Mai (2005); Tavakol andDennick (2010) andFlynn (1992). However, operating within the 'surplus' theory is equally unhelpful as many scholars had little experience in Asia and "do not adequately take into account the dynamics of cultural adaptability (particularly in China)" (Drake, 2011, p. 225).…”