9/25/2014 國 際 文 憑 課 程 理 念 與 中 國 傳 統 教 育 觀 之 差 異 及 其 教 學 策 略 探 討. IB philosophy & its Western bias

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1 The University of Hong Kong International Workshop: Pedagogy of Chinese as a Second/Foreign Language in International Schools. Kaohsiung 2-4 October, 國 際 學 校 華 語 教 學 工 作 坊 高 雄 2014 年 10 月 2-4 日 國 際 文 憑 課 程 理 念 與 中 國 傳 統 教 育 觀 之 差 異 及 其 教 學 策 略 探 討 張 本 楠 hku.hk) 香 港 大 學 教 育 學 院 Teaching strategies on the difference between IB learner profile and traditional Chinese educational philosophy Bennan Zhang hku.hk) The University of Hong Kong 說 明 : 本 次 工 作 坊 內 容 基 於 香 港 大 學 岑 紹 基 賴 春 張 本 楠 主 持 之 相 關 研 究 項 目 Note: This report based on an on-gong research by Mark S.K. Shum, B. Zhang and C. Lai, HKU. 1 2 IB philosophy & its Western bias Western culture/value/philosophy, or Western educational philosophy, are loosely used to indicate the traditional or modern Western liberal humanistic values of education, which is mainly identified in American, European and Australian countries, such as U.S., U.K. and Australia, etc.. Eastern culture/value/philosophy, Chinese culture, or traditional Chinese educational philosophy, are loosely used to indicate a non- Western value system in education, which is mainly identified in East-Asian countries and regions, such as China, Taiwan, Singapore, or Hong Kong, etc.. Sometimes, we use terms as Confucian Tradition, Eastern culture or even East in convenience at the similar meaning. 3 4 IBO, Or International Baccalaureate Organization, is a non-profit educational foundation, founded in It currently has 3,911 schools in 147 countries, over 1,227,000 students. There are 4 IB schools in Taiwan offering one or more of the three IB programmes. Two of them in Kaoshiung: I-Shou International School ( 義 大 國 際 高 級 中 學 ) and Kaohsiung American School. The I- Shou International School offers all PYP, MYP and DP programmes. The other three offer DP only. Hong Kong has 52 IB World Schools. MEd TCSL (Master of Education in Teaching Chinese as a Second Language), HKU, is the only programme in Asian-Pacific area, authorized by IBO to provide IB educator certificates. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right

2 The IB learner profile is the IB mission statement translated into a set of learning outcomes. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. The IB learner profile presents 10 attributes, valued by IB World Schools. These attributes can help individuals and groups become responsible members of local, national and global communities. (IBO 2013 IB Learner Profile) 7 8 INQUIRERS We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. KNOWLEGEBLE We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. THINKERS We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. COMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. PRINCIPLED We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. OPEN-MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. RISK-TAKERS We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. BALANCED We understand the importance of balancing different aspects of our lives--intellectual, physical, and emotional- -to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. REFLEVTIVE We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. Activity 9 10 The IB curriculum holds a philosophical core of international mindedness and has IB Learner Profile as its focal curriculum ideology (Hill, 2007; IBO, 2008). The IB Learner Profile is expected to guide school operations and classroom practices (Cambridge, 2010; IBO, 2008) and become a seamless part of the curriculum (Gigliotti-Labay, 2010). The IB learner profile has met with almost universal acceptance among educators in IB World Schools. It is clearly a good thing and few would deny its value in nurturing the aims of the IB. (Kate Bullock, 2013) Recently scholars are pointing out that the philosophical basis of the IB Learner Profile as largely western liberal humanistic tradition of values. These scholars are questioning the extent to which the values espoused in IB Learner Profile represent the attributes in different cultures throughout the world. The Western-bias of the philosophical basis of IB Learner Profile may be challenged in terms of its receptivity and local relevance when IB programme is implemented in cultures that have a strong Eastern Confucian tradition. (Wells, 2010; Walker, 2010)

3 The IB learner profile is largely predicated on the Western humanist tradition of learning. Western humanism celebrates the life, the only life, we have in this world, rather than any anticipated life beyond it. Chinese educational philosophy & its difference from the West Walker (2010) Summarized the works of Nussbaum (1997), Nisbett (2003), Hofstede (2001, 2005) and Zhou (1996), Walker (2010) identified four major cultural areas where there is strong evidence to suggest that Eastern attitudes differ markedly from those of the West: a concern for the group rather than the individual ( 集 體 勝 於 個 人 ), respect for authority ( 尊 重 權 威 ), a holistic view of the world( 整 體 世 界 觀 ), and an aversion to risk( 不 喜 歡 冒 險 ). the IB learner profile seems much more concerned with the achievement of the individual than with the individual s contribution to a group. Of its ten main attributes, only one (caring) necessarily involves another person. (Walker2010) The main task of parents and other socialization agents is to help children learn social standards and norms and their roles in the hierarchical society, respect for authority, and responsible behaviors and skills to maintain group harmony and interpersonal cooperation (Chen, 2000; Oyserman et al., 2002). IB learner profile is very much individual oriented whereas Chinese cultural values highlights group harmony (From Teachers A & B) the learner profile has nothing to say about student teacher relationships,while Confucian tradition regards students respecting their teachers as the key to a successful education. (Walker2010) There is much evidence that those from Eastern cultures see the whole picture when confronted with an issue. When something goes wrong they are more likely to examine the context of the problem than blame the individuals involved and they seem better able to live with complex shades-of-grey conclusions than their black-or-white Western counterparts. (Walker2010)

4 Of the latter s ten attributes Risk-takers is the most distinctive one. Comparatively, in Western societies, parents prefer children to be a higher level risk taker, who engages in systematic processing of information only when uncertainty needs to be resolved; and Eastern societies encourage children to take an action only when an careful preparation and enough information are ready. Uncertaintyoriented action is not much encouraged by Chinese traditional education. (Wang et al 2008) West Materialism Individual agency debate Ravage environnement for economic gains Categorisation of objects Competition Critical thinking East Spirituality Collective agency harmony Respect for nature Objects seen in relation to context Cooperation Adhering to collective norms Two powerful traditional Chinese values on education that cannot be found in IB profile: - Respect Teachers - Filial Piety 凡 學 之 道, 严 师 为 难 师 严 然 后 道 尊, 道 尊 然 后 民 知 敬 学 禮 記 學 記 例 二 : 百 善 孝 為 先 Filial piety is the most important of all virtues Older 孝? Son

5 三 思 而 後 行 有 教 無 類 尊 師 重 道 篤 學 敏 思 重 行 勤 學 苦 練 不 耻 下 問 學 而 優 則 仕 悔 人 不 倦 舉 一 返 三 身 教 勝 於 言 教 吾 日 三 省 吾 身 尊 經 重 學 教 育 思 想 百 善 孝 為 先 克 己 奉 公 謙 和 好 禮 仁 愛 孝 悌 誠 信 知 報 精 忠 報 國 見 利 思 義 勤 儉 廉 政 自 強 不 息 民 族 氣 節 勤 俭 和 為 貴 立 志 仁 義 禮 智 信 個 人 品 德 West Vs. East Inquiry Guided routine Project/Real life task Repetitive drills Interdisciplinary A discrete subject Cooperative learning Private learning Risk taking Scaffolding Fun Hard work Perceptions and Teaching Strategies Try to identify one difference between the two small animals Perspective of IB Chinese teachers Activity Question How would Chinese teachers in cultures with a strong Eastern Confucian tradition respond to IB Learner Profile? Focuses Perception by teachers, of the relationship between IB Learner Profile and Chinese cultural values Strategies in teaching, of positioning IB learner profile and Chinese cultural values in teaching Participants Five experienced IB Chinese teachers Two MEd TCSL student group presentations Research Context International schools in Hong Kong that have different student profiles Data Collection Individual semi-structured interviews Analysis on lesson design

6 Findings Frequently used strategies by IB Chinese teachers Concretizing : IB learner profile as the backbone and Chinese cultural value as the muscles and blood. 西 體 中 用 法 ( 說 明 法 ) Interpreting: New interpretations of IB learner profile and/or Chinese cultural values. 合 理 解 釋 法 ( 解 釋 法 ) Comparing: Engage critical thinking between IB learner profile and Chinese cultural values. 各 有 千 秋 法 ( 比 較 法 ) Accessing: The co-existence of IB learner profile and Chinese cultural values help students to access the same goal by their choices. 殊 途 同 歸 法 ( 歸 納 法 ) Similarity in Difference 同 中 求 異 Difference in Similarity 異 中 求 同 Perception IB learner profile is the backbone and Chinese cultural values are the muscles and blood. (Teacher B) Chinese cultural values help concretize IB learner profile and make it comprehensible. (Teacher B) IB learner profile being abstract. It accommodates interpretations from different cultural perspective. (Gigliotti- Labay 2010; Halicioglu 2008; Lai, Shum & Zhang, 2014) Example 1: 克 己 奉 公 - caring Chinese cultural value of devoting oneself wholeheartedly to the society without too much care for personal loss becoming a caring global citizen (Teacher D) Example 2: 尊 師 - principled Chinese traditional values such as respecting teachers and parents and following the righteous ways, etc. being principled (Teacher A) Perception Whether participants perceived Chinese cultural values and IB learner profile as controversial or compatible depends on their interpretations of IB learner profile and/or Chinese cultural values. Example 1: Risk taker I told my students to learn to judge when they should be a risk taker and when they should not be a risk taker. We discussed that the risk taker in IB learner profile is not to ask us do whatever without much consideration of the consequence. They need to be principled in judging when to be a risk taker. In some situations, they need to think carefully before taking actions. (Teacher C) You can interpret risk taker as overcoming one s fears to accept new challenges and wading through it with great perseverance. It is a mindset. You cannot interpret it as I need to climb the mountain even though I cannot. It s not that simple. I feel that it should be interpreted as an internalized attitude to overcome one s fears to reach the goal you set for yourself. Chinese culture is full of stories like that. (Teacher D)

7 Example 2: loyalty to one s country ( 忠 於 國 家 ) My students are from different countries. Which country should they be loyal to? (Teacher C) English IB 原 譯 X. Wang 譯 B. Zjamh 譯 Inquirers 探 究 者 勇 于 探 索 究 Knowledgeable 知 識 淵 博 的 人 博 學 多 識 知 Thinkers 思 考 者 勤 于 思 考 思 Communicators 交 流 者 善 于 交 流 群 Principled 有 原 則 的 人 堅 持 原 則 志 Open-minded 胸 襟 開 闊 的 人 心 胸 開 闊 和 Caring 富 有 同 情 心 的 人 富 有 愛 心 仁 Controversial!!! Extending beyond its literal meaning There are things external to each individual that are greatly valued and worthy of individuals to spend their whole life to pursue. To different individuals, this thing is different. It could be emperor. It could be environment protection. It could also be one s career. This is something bigger than yourself that you are willing to maintain unconditionally. (Teacher B) Compatible Risk-takers 敢 于 冒 險 的 人 敢 于 冒 險 勇 Balanced 全 面 發 展 的 人 全 面 發 展 博 Reflective 反 思 者 反 身 自 省 智 In additional to IB, A international school in Hong Kong promotes its Chinese value system called Eight Virtues + One ( 八 德 一 智 ) : 忠 孝 仁 愛 禮 義 和 平 + 智 The traditional Confucian values have become acceptable to Western humanism after its new translation and interpretation, based on current Hong Kong learning context. Activity 用 中 國 傳 統 價 值 觀 孝 說 明 IB Learner Profile 中 的 Caring 是 : 孝 (xiao) recognizes that we have an obligation toward our parents in our role as children, we respect our teachers in our role as students, and we respect and cherish our histories and traditions that define who we are. Xiao calls for an attitude of respect for not only those around us, but also for ourselves. Through Xiao we are connected to our past and our traditions; we are the inheritors and guardians of our culture, bridging the gap between the old and the new, building on the strengths of the past to create the future." 西 體 中 用 法? 合 理 解 釋 法? Perception Students live in both the IB learner profile and local school learner profile. The simultaneous presence of the two makes the profiles not something to regurgitate but something that elicit constant explanations and comparison which accompany their whole school life. (Teacher B) I engage students to do critical discourses around IB learner profile and Chinese cultural values. (Teacher E) I often discuss with my student. Such discussions open a room for them to choose. I think they have the right to choose. (Teacher D) Example 1: individual vs. Group IB learner profile in general emphasizes individual skills and quality. Being reflective, thinker, inquirer, risk-taker, caring are all individual attributes. In the western world where individuals are the center, education is about fostering attributes individuals need to possess. It is quite different from the Chinese traditional values of loyalty, filial piety, harmony and so on. Loyalty and filial piety are meaningless if we only consider individuals, to say nothing of group harmony. They all refer to group relationships. (Teacher B) Example 2: risk-taker Risk-taker exists both in Chinese cultural values and in IB learner profile. However, they highlight different dimensions of risk-taking: IB learner profile encourages students to be courageous and take challenges, whereas Chinese cultural values emphasize studying, observing and waiting to be mature enough and well prepared before venturing out to face a challenge. (Teacher A)

8 Perception IB learner profile highlights international mindedness, by the way of intercultural understanding. This goal belong to the whole education and should not be said to be western or eastern, or come from Chinese traditions or foreign traditions. It is a matter of entrance. You can lead students to enter through western cultural values. You can also lead them to enter through Chinese cultural values. Chinese cultural values contain a lot of things that can help them understand the ten attributes better. So different entrance, but the same goals. Since I m a Chinese teacher, I surely choose to take Chinese culture as the entrance point to help my students understand more. (Teacher D) Example 1: filial piety 孝 and Caring Traditional values such as filial piety and obedience have changed in modern Chinese people s eyes. Whether to follow these values, in effect, depends largely on the specific situation. (Teacher E) Although the attribute of being caring prioritizes social stratum in some philosophical camps, the philosophy camp of Mencius encourages universal mutual care and love, similar to the western interpretation. The co-existence of different views in the Chinese culture broadens its capacity of entertaining the IB learner profile. (Teacher B) Activity 如 果 在 教 學 中 遇 到 端 午 節, 涉 及 到 屈 原 的 愛 國 氣 節, 你 可 能 使 用 何 種 策 略 將 其 結 合 在 IB learner Profile 教 學 之 中? 西 體 中 用 法? 合 理 解 釋 法? 各 有 千 秋 法? 殊 途 同 歸 法? or 其 他 方 法? Conclusion 1. Difference but may not necessary conflict. ( 差 異 未 必 衝 突 ) 2. Chinese tradition values may help students understanding of IB learner profile, vice versa. ( 差 異 有 助 教 學 ) 3. Intercultural understanding needs interaction between different cultures with critical thinking. ( 文 化 多 元 並 生 ) Thank You 47 8