Topic
Chinese culture
About: Chinese culture is a research topic. Over the lifetime, 3670 publications have been published within this topic receiving 48989 citations. The topic is also known as: culture of China & culture in China.
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TL;DR: This article found that Chinese participants preferred dialectical proverbs containing seeming contradictions more than did American participants when presented with two apparently contradictory propositions, and Chinese participants were moderately accepting of both propositions.
Abstract: Chinese ways of dealing with seeming contradictions result in a dialectical or compromise approach—retaining basic elements of opposing perspectives by seeking a "middle way." On the other hand, European-American ways, deriving from a lay version of Aristotelian logic, result in a differentiation model that polarizes contradictory perspectives in an effort to determine which fact or position is correct. Five empirical studies showed that dialectical thinking is a form of folk wisdom in Chinese culture: Chinese participants preferred dialectical proverbs containing seeming contradictions more than did American participants. Chinese participants also preferred dialectical resolutions to social conflicts and preferred dialectical arguments over classical Western logical arguments. Furthermore, when 2 apparently contradictory propositions were presented, American participants polarized their views, and Chinese participants were moderately accepting of both propositions. Origins of these cultural differences and their implications for human reasoning in general are discussed.
1,425 citations
TL;DR: This paper argued that CLT and the Chinese culture of learning are in conflict in several important respects, including philosophical assumptions about the nature of teaching and learning, perceptions of the respective roles and responsibilities of teachers and students, learning strategies encouraged, and qualities valued in teachers.
Abstract: Since the late 1980s there has been a top-down movement to reform English language teaching (ELT) in the People's Republic of China (PRC). An important component of this reform has been an effort to import communicative language teaching (CLT) in the Chinese context. CLT, however, has failed to make the expected impact on ELT in the PRC. This paper examines one of the most important potential constraints on the adoption of CLT in the Chinese classroom, namely, the Chinese culture of learning. It argues that CLT and the Chinese culture of learning are in conflict in several important respects, including philosophical assumptions about the nature of teaching and learning, perceptions of the respective roles and responsibilities of teachers and students, learning strategies encouraged, and qualities valued in teachers and students. In view of such fundamental differences, the paper contends that it is counterproductive to take an 'autonomous' attitude, rather than an 'ideological' one, to pedagogical innovat...
723 citations
TL;DR: This article presented a classification of Chinese Cultural values stating that these can be identified with Chinese people no matter where they live and created a new list of 71 core values using the 40 old values listed by the Chinese Cultural Connection in 1987 as its basis.
Abstract: Presents a classification of Chinese Cultural values stating that these can be identified with Chinese people no matter where they live. Creates a new list of 71 core values using the 40 old values listed by the Chinese Cultural Connection in 1987 as its basis. Discusses the implications and limitations of this list.
434 citations
TL;DR: In this article, a combined "emic-etic" approach was adopted to develop an indigenous omnibus personality inventory for Chinese people, which consists of constructs selected specifically in consideration of the Chinese culture as well as scales covering personality constructs commonly found in English-language psychological tests.
Abstract: A combined "emic-etic" approach was adopted to develop an indigenous omnibus personality inventory for the Chinese people. The Chinese Personality Assessment Inventory (CPAI) consists of constructs selected specifically in consideration of the Chinese culture as well as scales covering personality constructs commonly found in English-language psychological tests. Preliminary results confirmed the robust structure of the scales related to Chinese tradition among random samples of subjects in the People's Republic of China and in Hong Kong. This article reports the psychometric properties of the CPAI. It also outlines the steps in the construction of the CPAI, which adapted personality assessment methods used in Western countries for developing a culturally relevant instrument in a non-Western culture. The methodology provides an example for the development of indigenous personality inventories in other non-Western cultures.
420 citations
TL;DR: This paper examined the extent to which Hong Kong adult learners adopt learning styles consonant with those outlined in the second section, and found that Hong Kong adults are receptive to new modes of learning and go on to adopt a learning style quite different from those they deployed in school.
Abstract: The picture that often emerges from the research literature on ‘Chinese learners’ is a caricature of rote-learning, memorization and passivity. This article takes issue with the stereotype. The paper is in three parts. The first part considers the extent to which Chinese culture may influence Chinese learning styles. Some received opinions are counterpoised with more recent reinterpretations. The paper later examines some of the findings from the literature on effective adult learning. The third part explores the extent to which Hong Kong adult learners adopt learning styles consonant with those outlined in the second section. The results of the survey research, action learning projects and case studies considered suggest that Hong Kong adult learners are receptive to new modes of learning and go on to adopt learning styles quite different from those they deployed in school. The arguments are situated within the literature on adult Chinese second language (L2) learning but have wider resonance and applica...
398 citations