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Education as Cultivation in Chinese Culture

Book · January 2015

DOI: 10.1007/978-981-287-224-1

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Shihkuan Hsu
National Taiwan University
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 S. Hsu, Y.-Y. Wu (Eds.)
Education as Cultivation in Chinese Culture
Series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects, Vol. 26

▶ Defines and provides an academic vocabulary to discuss an accepted

but overlooked view area of teacher training
▶ Provides an overarching look at the historical roots of Chinese
education and current practice in reflection
▶ Offers an alternative to standard introduction to education course
books and standard Western educational psychology textbooks

2015, VIII, 288 p. 20 illus.
Printed book
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Given the increasing global interest in Chinese culture, this book uses case studies to
describe and interpret Chinese cultivation in contemporary Taiwanese schools. Cultivation
is a concept unique to Chinese culture and is characterized by different attitudes towards
teaching and learning compared to Western models of education. The book starts with
a discussion of human nature in Chinese schools of philosophy and levels of goodness.
Following the philosophical background is a presentation of how cultivation is practiced
in Chinese culture from prenatal through high school education. The case studies focus
both on how students are cultivated as they become members of Chinese society, and on
what role teachers play in cultivating the children in school. In addition, common practices
of Chinese educational institutions, including public schools, families, and organizations
such as private cram schools, are introduced and explained. In closing, the book presents
a critique of the modern school reform movement and the conflicts between the reform
proposals and traditional practices. Based on the collective work of Taiwanese researchers
in the fields of education, history and anthropology, the book identifies the purpose of
education as cultivating virtue, the process of creating an ideal person who serves society,
and describes the way teachers have carried on this tradition despite its faltering status in
contemporary educational discourse and in the face of reform movements.

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