American and Chinese Education, Research Paper Example

Education is a common need among all; however not everyone has a common source of education that supports their need to learn; between the United States and China, that thin line of difference is freedom. In this particular research a distinction on the aspect of freedom in education and learning between America and China shall be given attention to.Nevertheless, no matter how different the situation is between the said countries, one truth remains practical, that education is a basic factor considered necessary for one’s growth (Dewey, 4). The United Nations Organization centered on children’s welfare (UNICEF and UNESCO) specifically stipulates that education is one of the most important rights of children that need to be given attention both by the government and the parents of the young ones (Acemoglu, 1401). Why is education such an important matter?

Relatively, education started to be home-based. Parents develop the personal instinct that they are in need of imparting to their children matters that they know of especially that of the work and skills that they are supposed to use to survive everyday living. Imparting such knowledge is believed to provide the children a sense of understanding on how to survive their own lives later on. Formalizing education and its provision through institutionalized systems have created a much distinct condition of utilizing education as a part of developing the overall status of human living (Pepper, 102). As the society advances to a more defined condition of living, the need for education has become even more important to be considered. Education is noted to equip each person with the special skill he needs to become a part of the advancement that the society today requires. True, engaging in a modern world, humans need to understand that education is a basic and the most common element that identifies one’s capacity to be more useful for the purpose that they are likely ‘made to embrace’ to embark development into the community.

Nevertheless, there are different systems of education provided to different groups of individuals all over the globe. In this discussion, a distinction between the Chinese and American education shall be given attention to. This distinctive discussion shall intend to provide a specification on what each sector of education is actually giving focus on. Specifically focused on the formal system of education, understanding why Chinese and American educational systems differ from each other shall be reiterated through this presentation. In relation to this, I specifically believe that somehow, it is the element of ‘freedom’ that makes a great difference on how educational assistance is given to the children towards the succinct years of learning as they enter university institutions. Such belief shall be better defined in the sections that follow.

Understanding Learning Differences through Experience Recite

Being born in China, I have been primarily accustomed to growing under the relative assistance that the schools in China provide. The government of China specifically handles the operation through a state-run system. Its legal sanctions stipulate the need for all citizens to attend at least nine years of school. Such formal learning process starts at the age of six or seven. College or university learning already depends on the condition or the decision of the individuals or as directed by their grade rankings after the nine years of learning they garner from the primary and secondary levels of school-based learning (Pepper, 100). To support the needs of those who might not be able to pay for high-ranking educational institutions in the country, the government provides public education as an option. Nevertheless, there is one specific process that the schools follow especially when it comes to providing the students with the distinct curriculum that is directed by the government’s Ministry of Education (Clerverley, 133).

Being personally involved in the system, I recall the actual situation in Chinese schools that I have attended. Relatively, the system of teaching is specifically grounded on one traditional process of cohort wherein students are directed to do specific tasks, learn common subjects altogether and actually be involved in common tasks that all the students belonging to one class are in need of completing.  According to Gardner (1989), the assumption of specific conditions of an established learning environment in China is further headed under different departments controlled and assisted by the government (102). Such rules and regulations include the Regulation on Academic Degrees, the Teachers Law, the Education Law and the Law on Vocational Education, accompanied by the Law on Higher Education (Kwong, 98). Each legal sanction provides specific guidance on how the condition of development among learners should be handled by the respective educational institutions (Ming Hu, et al, 122) [may they be under the private or public sanctions accordingly] in the country.

Due to the existence of these particular rules and regulations, I was specifically able to face the result of the said sanctions and rules that the legal guidelines actually have on the system of learning that the students in the country have to deal with. One specific matter is that of the manner by which the students are usually asked to copy from their text books due to the fact that they are only borrowing the books that they use in school [specifically for public schools] (Kwong, 89). Their notes would serve as their references for study-requirements later on. This task takes a large amount of time in class within an every-day schedule. This means that other activities such as participation and interaction with classmates are reduced accordingly. Every after quarter schedule, a test is supposed to be undergone by the students for the sake of evaluating what they have learned (Ming Hu, et al, 123) and to likely give an indicative measurement on whether or not their teachers are specifically capable of getting promoted or at least getting higher pay-grade according to their performance.

Discipline and respect are both important elements that the Chinese education is founded upon (Cleverley, 78). They both intend to establish authority among the teachers setting them as the ‘managers’ of the class and all the other operations that occur in the classroom. The ultimate authority given to the teachers insists on the need of the students to follow whatever the educator commands and specifically accept what the educator says [even at some point, such thoughts and beliefs are relatively personal in nature]. Even though there already occurred some sort of adjustments in the recent years due to the national condition of embracing modernity in the country, these traditional points of discipline and respect amounting to teacher-defined authority specifically gives attention to how the schools in the country are run today (Gardner, 99).

To specifically create a distinct presentation on the primary points that define Chinese education, here are some situations and elements that are specifically able to establish the foundations of learning process in China. These points have been gathered accordingly from the different references used in the discussion and research of the topic in concern:

Class Size:

In China, teachers are accustomed to teaching classes of 60 to 65 students each day [especially in the public institutions] (Gardner, 77). Teachers are usually able to teach two different classes within a day. It is believed that such concentration on the manner of teaching allows the educators to know their students well hence establishing a connection among each individual student. Relatively, this fact also establishes the culture of authority that the teachers are supposed to have over their students.

Same-classroom system:

Every day, students stay in one classroom only for the whole day. This means that within the ten-month period of learning in school each year, a student becomes specifically accustomed to staying in one classroom only (Cleverley, 112). The teachers are the ones who are to exchange classrooms every time they are supposed to exchange subject-focuses.

Looping Class Operation

This system specifically imposes on the idea that the students from one class would likely be the same individuals to take the same grade level the following year (Gardner, 104) . Whether or not a student likes his classmates during the past year, he is stuck to study his lessons with them. If he prefers otherwise, he is free to choose another school and transfer according to his desire although he would still be under the same system of learning process.

1. Banzhuren or having a head teacher is another specific matter that makes Chinese learning institutions different from that of the American system. They are supposed to be able to provide great attention to their students [the overall population] and be personally involved on how they learn academically and how they learn moral values that would create a better form development in relation to their being and their personal behavior (Pepper, 45). This is the reason why there are times when banzhurens are required to visit the students in their homes and see to it that their parents are able to support their studies accordingly.
2. The culture of Zhirisheng

This culture specifically involves the manner by which the students are expected to serve as the workers in the schools (Pepper, 48). Each student or a group of students are assigned to take turns in handling specific roles in the school. Some are assigned to serve as cleaners; some others are expected to assist in the lunch area to serve food. To some, this may seem extreme, nevertheless, the Chinese educational system imposes such rules to make sure that the students learn the most basic and the most crucial skills they need to survive actual life-pressures later on.; besides the fact that it builds their personal morals as well as that of their capacity to be disciplined and responsible for themselves and for the community that they are living with.

Common Curriculum System with very Few Electives

Students are expected to follow on through the system that the government pushes them to learn along with (Acemoglu, et al, 1369). Relatively, although there are some electives on art and home economic skills, these subjects could be chosen by the students later on after finishing all the basic subjects that they are supposed to complete.

The six points that define the Chinese educational system presented herein are just few of the many unique features of the country’s educational presentation compared to that of the American system. Just how different it is? For one, while it is specifically definite that the American system recognizes the need of the students to be disciplined and respectful to authorities, these elements are not viewed as primary hindrances to the possibility by which the students are given the chance to grow individually. The mangers in an American class are the students. It is their needs and their desires that get close attention to (Acemoglu, et al, 1371). Educating them according what they want to learn about is relatively essential since it would give them the proper sense of motivation that they need to make sure that the students are able to develop personally with an excellent command over their strengths and weaknesses accordingly.

Another important factor to understand is the freedom of the students to choose their subjects and become more effective in completing tasks for their elective courses. Teachers, although they are supposed to educate, are more considered as mentors of the students. Even in lower years, students are expected o express themselves, be more intuitive and join in the class discussion. The students in classrooms are given the proper consideration as to how they are likely able to manifest proper distinction on how they are learning through practically interacting with their class (Dewey, 3), their teachers and with other students in the school through extracurricular activities as well. In short, the capacity of students to grow into a well-molded individual is a primary element given attention to in the American system of learning.

Involvement of teachers on the students’ personal life is lessened compared to that of the existence of benzhurens in China. While this is relatively good, it could be assumed that somehow, the involvement of teachers in China does have a positive effect on how the students are kept down and grounded to remember why they are going to school while their parents are assisted to embrace their responsibility of providing proper assistance to their children in the process of learning as well.

This separates not only the educational system in both countries but also identifies well on how the students from both nations are motivated to learn. With the controlled and specifically mandated system that China offers, at least 40% of the student body are able to learn accordingly and only 20% are able to excel on later lives (Acemoglu, et al, 1377) . This means that a larger percentage of the students are simply engaging in the learning process simply because they need to and not because they want to.

Introducing the Montessori Approach of Learning

Due to the changing needs of the generations of learners born each year, the evolution of learning systems in America has changed accordingly. The Montessori approach is considered to be among those changes that are believed to have a great impact on how the students in the country begin to view education as part of their need for growth both in professional and personal aspect. Characterized by the basic principles of inclusion and interaction (Dewey, 2), this form of learning tries to celebrate diversity among humans to be the main key of success in defining the condition of learning that students ought to receive from educational institutions.

It is believed by Maria Montessori, the Italian educator who promoted the said Montessori approach of learning, that interaction among students creates a more distinctive way of learning (Ming Hu, et al, 122) . Accordingly, giving the students ample freedom to decide on what they want to learn allows them to become more involved in their education hence making it easier for them to develop according o their own desire. This way, their interests are used as the basis of the motivation that they need to learn and be able to excel in a specific subject that they hope to be best known for.

There are specific characteristics of Montessori approach to learning and they are as follows:

Mixed age classes

This particular characterization of the Montessori approach is more concentrated on allowing the students to interact with more students at one time. It allows them to grow socially and be well adjusted to people of their own age and of those who belong to the different age-range as they do. Unlike what was mentioned in the Chinese system before, the Montessori approach teaching does not allow for too much crowded classrooms (Ross, 1). At least a maximum of 25 students should be followed accordingly to allow the teacher to be able to focus on a student’s learning as much as needed.

Student-Directed discussions

What does the student need to learn? How does the student want to learn? Every student is a unique learner. This is a specific fact that the Montessori approach tries to embrace. Accordingly, teachers who are hired to handle such condition of work are in need of realizing that their students are the ones who are supposed to direct the learning process and not the other way around. Relatively, the teacher exists as a guide and mentor (Dewey, 1). While he or she has ample authority over the students, this does not include specifically making the students complete tasks that are not in par with their capacities and skills.

Constructivist system of learning

What is the best thing that interests the learner? Since it is learner-centered, the teacher is expected to create possible procedures to see to it that the interests of the students are given attention to and that they are given the chance to excel in relation to such interests (Dewey, 2). Basically, since they are already interested in the subject matter, they already have the personal motivation to learn more and excel further according to such subjects.

Freedom of learning

There is still the existence of a basic curriculum that the students must be able to comply with. Notably though, since the direction of teaching and instruction is not as stiff as that of the traditional approach of learning, students have more chance to chose electives that they are interested in (Dewey, 3). Using the basic skills they learn from the basic curriculum, they are given the chance to excel on what interests them most.

These primary elements of the Montessori type of learning approach specifically define the modern system of American education. At present, China tries to copy the same approach. Accordingly, some of the private institutions are able to provide this kind of education in the country. Nevertheless, since the institutions are private, gaining such system of learning from educational organizations becomes such a choice only for the fortunate ones who can pay for this expensive educational service (Kwong, 32). It is hoped though that in the coming years, China would be able to open its doors to making Montessori form of learning be open to all types of children for the public to enjoy its benefits and the nation to reap the fruits of its effort to provide the learners with the best kind of education they are worthy of.

Conclusion

Learning is an evolving matter. It should not be stagnant and should not be based on tradition alone. The weakness of an educational system existing in one country could directly hurt its capacities of growth in later years as it embraces the possibility of going global. China, being one of the strongest countries in Asia to be enjoined in the fist of global economy, needs to give attention to how it educates its young generation to face the new challenges of the new millennium. True, educational system should evolve along with the society and how it becomes accustomed to modern ways of learning. Being student centered, the Montessori approach fits the needs of the modern students to learn according to their pace. While they are guided to learn the basics of their lessons, they are also given the chance to grow personally through becoming more decisive in the subjects and elements they want to master. Producing students who are more independent and free would actually result to a better condition of a stronger nation both for the American and the Chinese society. Most likely, such kind of advancement could only be incurred if the government would be able to instill in values of change, adjustment and innovation among its teachers. The administrators of the country should know that making adjustments now would have a greater impact on the nation’s future as they set their people to become strong enough and capable enough to handle the challenges of a globally defined world that they are to face in the coming years.

Works Cited:

Acemoglu, Daron, Simon Johnson, and James A. Robinson (2001). “The Colonial Origins of Comparative Development: An Empirical Investigation”. American Economic Review 91 (5): 1369–1401.

Pepper, Suzanne. (1996). Radicalism and Education Reform in 20th-Century China: The Search for an Ideal Development Model. Cambridge; New York: Cambridge University Press.

Cleverley, John F. (1991). The Schooling of China : Tradition and Modernity in Chinese Education. North Sydney: Australia.

Dewey, John (1916/1944). Democracy and Education. The Free Press. pp. 1–4.

Gardner, Howard. (1989). To Open Minds: Chinese Clues to the Dilemma of Contemporary American Education The observations of a leading American educationist who visited China in the 1980s and ascribed the effectiveness of Chinese education to underlying cultural attitudes and political choices. New York: Basic Books.

Kwong, Julia. (1979). Chinese Education in Transition: Prelude to the Cultural Revolution. Montreal: McGill-Queen’s University Press.

Ming Hu, Shi and Eli Seifman, eds. (1976). Toward a New World Outlook: A Documentary History of Education in the People’s Republic of China, 1949-1976. New York: AMS Press.

Ross, Elizabeth Dale (1976). The Kindergarten Crusade: The Establishment of Preschool in the United States. Athens: Ohio University Press. p. 1.