As a global community, we are becoming more and more aware of the alternate ways of teaching and learning. We can not afford to be ethnocentric in our views of education. We have the opportunity now to observe and with the gift of technology and travel, we can adapt to better ways of teaching and learning. We can integrate non-western traditions of teaching that embody a lifestyle rather than separation of student to create their own independent work. Creating independent work is highly valued in our school systems, but community and group projects are essential for change to occur.
A non-Western learning style is the Confucian way which is to imitate someone that you admire if you do not know how to act in a certain situation. We would call that "modeling" in the Western learning environment. The difference with Confucian learning is that learning takes place as a daily experience. Rather than teaching from a textbook. Confucians live the experience everyday so then it becomes embodied. All daily experience in Confucianism are an opportunity to learn. This is more of a value in learning as opposed to Western classroom learning or scholarly learning. This way of learning makes a person "fully human."
Another unique example of non-Western way is the Maori traditions of learning. The learning takes place as a life long commitment. The culture support this in many ways, such as "adult learning circles." They cherish their language and is is decreed as a possession in government policy. There is also a government decree to offer equality in education. Extended family serve as a fundamental "unit for learning."
It is wonderful that we are considering non-Western learning experiences as valuable to our culture. This can facilitate more efficient learning and a greater worldview which in the opposite of ethnocentricity. Opening our eyes, opens our hearts a more evolved world community.
I am pulling my response from your comment stating, "We can integrate non-western traditions of teaching that embody a lifestyle rather than separation of student to create their own independent work. Creating independent work is highly valued in our school systems, but community and group projects are essential for change to occur."
ReplyDeleteCommunity and group projects are becoming more and more desired, especially in high school and post-secondary education. As a matter of fact, working as part of a group is now identified within our new Common Core Standards --
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Note here, although our goal is for students to work together, we still expect them to establish individual roles as needed.
As a society, we are focused on what we can earn and make as individuals. The group aspect of growth does play in some areas, but in many instances, we are still quite driven to make decisions that benefit ourselves as opposed to the entire group. The truth is, higher quality of creativity can and does occur when more than one mind is used to create a product.
With the implementation of Common Core, our county has been asked to group our high school classrooms into pods. For example, desks that once sat in rows, now sit in small circles where groups of students can work together to create products. For some, this is highly beneficial. For others, this change has been distracting and detrimental.
In a country that values both individual production and the occasional group effort, we must search to find ways to make this format more effective for our students.
https://www.csupomona.edu/~plin/ls201/confucian2.html
ReplyDeleteThis article briefly explores the relationship between Confucianism and the Chinese educational system. Interestingly, the article states that the official educational system in China, even presently, is linked to Confucianism.
I did note some disparities in the article. Early in the article it is noted that education was available to all, very "equal". But late in the article it is suggested that only those who "could survive the rigors of study" benefitted from education.
Another disparity involved the idea of Chinese education being "very democratic in nature". But the article then states that education and Confucianism was used to "implement ethical and social norms" and as a "corrective means to curb any tendencies to stray from ethical behavior". Rote memorization was the valued teaching method, and "disputation" was discouraged -- not our typical model or definition of "democratic".
Darisoanj.Wordpress.com
ReplyDeleteThis blog discusses in detail African Indigenous Education. African Indigenous Education was a lifelong learning process in which the entire tribe participated in the learning process. Beginning in childhood, the tribal members had a process of passing knowledge among generations through inherited knowledge, skills, cultural traditions norms and values of the tribe.
Traditional Indigenous Education was community oriented and geared to solving the problems of the community. The instructional activities were experiential learning experiences and the instructions were stored in the minds of the tribal elders. The children were taught skills such as carving, masonry, clay working, cloth making, building, canoe making, cooking and home management.
This type of education was functional learning and prepared the recipients for their duties in societies. It managed to provide education to all members of the tribal community.