Educational Themes in China's Changing Culture

Solomon, Richard H.

doi:10.1017/s0305741000048761

Cited by 10 publications

(5 citation statements)

References 1 publication

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“…Other studies (Solomon, 1965;Blumenthal, 1977;De Vos, 1973) have also provided evidence of high levels of affiliation based achievement among the Chinese and Japanese.…”

Section: Personality Trait Theory Of Achievement Motivationmentioning

confidence: 93%

Learning and Motivation: An Asian Perspective

Salili

1996

Psychology and Developing Societies

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The paper examines the learning style and achievement orientation of Asian people focusing on the role of social and cultural factors including attitudes totuards learning and education. The strong collectivistic orientation of Asian people influences their achievement behaviour and success is defined in terms of recognition and smooth social relationships. Asian students are socialised to value education and consider it a filial duty. The learning context in Asian countries is characterised as being highly authoritarian, teaching methods are expository and praise is seldom used. McClelland's achievement motivation approach was found to be ethnocentric, as it ignored situational and contextual factors. Studies are presented that reveal that the meaning of success is different for Asian people and is mediated by affiliative concerns. Achieuement attributions are different in that Asian students attribute both success and failure to more internal and controllable factors. The paper concludes that the attribution style of Asian students and cooperative reward structure encourages task orientation and a deep approach to learning.Teacbers and parents are aware that achievement is not just a function of competence, opportunity, or good fortune. Somehow, where there is a will, there is a way (Maehr, 1978, p.205).Variations in learning style and achievement patterns across cultures have been of great interest to social scientists and educators. There is a strong belief that cultural values mediate achievement behaviour. Thus, poor school performance of some ethnic minorities in the US such as the blacks is thought to be related to membership of those cultural groups. Such observations are supported by social science research (Maehr, 1978).

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“…Other studies (Solomon, 1965;Blumenthal, 1977;De Vos, 1973) have also provided evidence of high levels of affiliation based achievement among the Chinese and Japanese.…”

Section: Personality Trait Theory Of Achievement Motivationmentioning

confidence: 93%

Learning and Motivation: An Asian Perspective

Salili

1996

Psychology and Developing Societies

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“…Psychological studies purporting to show higher levels of conformance and social acquiescence (Tarwater 1966;Wang 1981) sometimes engender misleading, value-laden evaluations of harmful dependency orientations and weak-willed, unquestioning conformity to authority which inhibit 'proper' self and moral development (Soloman 1971). An alternative, 'indigenous' interpretation of Chinese conformity and acquiescence is that it is a 'prudent and expedient motive to avoid disrupting the present relations.…”

Section: Requirements For Structures Of Order and Compliance Achievementmentioning

confidence: 99%

Harmony and Patriarchy: The Cultural Basis for 'Paternalistic Headship' Among the Overseas Chinese

Westwood

1997

Organization Studies

221

195

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This paper outlines a model of leadership attuned to the cultural specificities of the Overseas Chinese (OSC) context. The model is developed in a contrastive mode to U.S. approaches to leadership which are depicted as being culturally bounded and non-transferable to the OSC situation. The model is extrapolated from the persisting cultural values and traditions still prevalent in OSC organizations and management style. The concept of headship is heuristically adopted to demarcate the underlying orientation towards legitimized influencing of followers by leaders and the structuring of relationships among the OSC. Chinese organizational 'heads' are seen to function on the basis of meeting the mutually reinforcing dual requirements for legitimized order and compliance achievement and the maintenance of social harmony. The cultural basis for meeting these requirements is examined in detail. The resulting 'leadership' orientation is depicted as 'paternalistic headship', the behavioural and attitudinal elements of which are explored. The arguments are situated in the context of a burgeoning interest in, and recognition of a distinctive OSC management and business orientation.

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“…Examinations of school textbooks show that the nation is seen as a big family, with the state as its head and people as its members. The state needs to have power and authority to take care of its members (Solomon 1965).…”

Section: Human Rights Norms and Chinese Cultural Contextmentioning

confidence: 99%

Values Priority and Human Rights Policy

Xiao¹

2005

Journal of Human Values

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At the centre of controversy over human rights policy in China is the disagreement on the relationship between two sets of human rights: civil and political rights on the one hand, and social and economic rights on the other. Much of the debate, however, has been undertaken on theoretical and normative levels. Empirical evidence is needed to advance this debate. Drawing data from a multination survey, this research explores whether Chinese and Westerners differ in their human rights policy preferences. The findings suggest that while social and economic rights have a much broader support base in China than in Western nations, political and civil rights are also important concerns to the Chinese public. Sources and implications of the findings are also discussed.

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Educational Themes in China's Changing Culture

Cited by 10 publications

References 1 publication

Learning and Motivation: An Asian Perspective

Learning and Motivation: An Asian Perspective

Harmony and Patriarchy: The Cultural Basis for 'Paternalistic Headship' Among the Overseas Chinese

Values Priority and Human Rights Policy

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