Paper 1: East Vs West Comparative Education

Patrick Fernandez
New Jersey City University
EDTC 804: Global Issues in Educational Technology Leadership
Fall 2022
 Teaching and learning differs greatly around the world, the variety of cultural differences

among regions or countries account for the differences in learning and teaching environments.

An example of cultural differences influencing teaching and learning environments would be a

comparative study between Western counties like the United States versus Eastern countries

like Japan. Attitudes toward learning, teaching styles and differences in communication could all

account for cultural differences with impact learning environments. Even if the same teaching

method or content is used but there is a small difference in approach, there can be very big

implications (Steiger, 2012).

Scientific Dimension

Arnove (2013) explains there are three dimensions to consider when conducting

comparative reviews among the educational field. The first is to examine using a scientific

approach; this means that a comparison between two components is looked at analytically

through data points or evidence based information. Examples of data points that could be used

can include but is not limited to: achievement data, graduation rates, financial data, resource

and time information, survey or questionnaire responses, ect.

Many have compared the cultural difference between Eastern and Western educational

systems through various dimensions. Jin Li, a professor at Brown University examined the

differences between cultural attitudes about where academic excellence comes from, among

eastern and western cultures (NPR, 2012). She explored the difference through a scientific

approach by gathering recordings between mothers and their children in school. Li analyzed

conversations between American mothers and Taiwanese mothers with their children regarding

school for a decade. Her conclusions found that both cultures define and correlate academic

excellence differently. The conclusion was that American families believe academic excellence

is linked to intelligence while Taiwanese families believe academic excellence is not linked with
intelligence in the same way. According to Li "It resides in what they do, but not who they are,

what they're born with" (NPR 2012).

Pragmatic Dimension

This dimension in comparative educational research as described by Arnove, involves

the lending and borrowing of ideas from one region/country to another. Using the pragmatic

dimension countries could simply borrow ideas from one culture and apply it to their culture. A

pragmatic approach could also include researching another countries educational system and

culture to assess and re enforce one’s own strengths and weaknesses.

Like Li, Jim Stigler a professor at UCLA, has also conducted comparative studies

between eastern and western educational systems. Each Li and Stigler have identified and

researched attitudes toward education between east and west, such as cultural interpretation

about academic excellence, intelligence and how to define what a struggling student is.

According to both Li and Stigler, both east and western countries are aware of each other's

strengths and weaknesses. An example is, Westerns tend to worry that their kids won't be able

to compete against Asian kids who excel in many areas but especially in math and science.

While, Li says that educators from Asian countries have their own set of worries such as not

having as much individuality as western countries (NPR 2012). While both admit culture change

is very hard to come by, assessing strengths and weaknesses between both east and west can

offer each region the opportunity for growth and additional comparative studies in the future.

Global Dimensions

The final dimension Arnove notes is the global lens through which comparative

education studies allow common universal themes identified and used to improve the

educational community as a whole. While eastern and western educational systems have

different approaches, each has a common goal to improve and compete in a global economy.
 The links between regions through education and other sectors like the economy

increase the importance of the global dimensions of comparative education. Both Li and Stigler

spent much time looking at how to best assist struggling students in their research. While both

regions may define what a struggling student is and may use varied approaches in assisting

them, their are universal themes that can be used and examined through a global lens. One

example may include the role of a teacher when aiding struggling students. Stigler examined

Japanese classrooms that he's studied and noted teachers consciously design tasks that are

slightly beyond the capabilities of the students.This led students to experience struggling with

something just outside their reach. His conclusion was that once the task is mastered, the

teachers actively pointed out that the student was able to accomplish it through hard work and

struggle. The value of hard work and perseverance through challenges is a common universal

theme that could be understood by all educational systems even if approaches differ due to

culture.

References
Arnove, R. F. (2013). Introduction: Reframing comparative education: The dialectic of the global
and the local. In R. F. Arnove, C. A. Torres, and S. Franz (Eds.), Comparative education:
The dialectic of the global and the local (pp. 1-11). 4th Ed. Lanham, MD: Rowman and
Littlefield

Spiegel, A. (Nov, 2012). Struggle for smarts? How Eastern And Western cultures tackle
learning. Retrieved from National Public Radio https://www.npr.org/sections/health-
shots/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-
tackle-learning