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Media Project China Inside Story Headline

Connor, Lauren, Rayn, Alex

Education as the exercise of domination stimulates the credulity of students with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression The educated individual is the adapted person because he or she is better fit for the world. Translated into practice, this concept is well-suited to the purposes of the oppressors, whose tranquility rests on how well people fit the world the oppressors have created, and how little they question it. Paulo Freire Pedagogy of the Oppressed (78,76)

Education and Societies: The American and Chinese Pedagogies

As the global playing field levels, world citizens feel pressured to seek admittance to an elite university and pursue a professional career, hoping this will lead to a prosperous life. The increasing numbers of Chinese workers entering the global market are not only manufacturers, working jobs outsourced from America, but they are also the world's engineers, financial analysts, and other highly-educated professionals. Why is China suddenly emerging as a source of proficient talent? It has to do with Chinas surging, export-driven economy and the flattening effects of globalization; a concept put forth by Thomas Friedman that explains the leveling out of the global playing field due to an increase of information technologies and access to cheap labor. However, it also has to do with the countrys educational system and societal goals. China, until one hundred years ago, had been run by a series of dynasties. Far from encouraging freedom of expression and critical thinking, Chinese culture has encouraged complacency and group work, which continues to this day with the Communist Party. Pedagogy - the relationship between the teacher, student, and subject - in the school system is shaped by society (and society in turn is shaped by its citizens and their educational backgrounds). Chinese education has mainly been centered on rote memorization and repetition. These banking methods of teaching are a key reason why Chinese students continue to excel in mathematics and the sciences. On the other hand, the vast majority of American students could benefit from more productive mathematic and scientific teaching methods. Nonetheless, American pedagogy has its benefits as well. The United States focuses more on individual expression and creativity in the classroom, a reflection of a society founded on the promises of individualism and democracy. As a result, American engineers and financial analysts, who may lack the computational skills of their Chinese counterparts, have the ability to think creatively and critically. This is the necessary factor for sparking innovation. In general, top American students think outside of the box and are able to adapt to a changing environment; both of these qualities are advantages in a tumultuous economy, and are skills that many Chinese do not have the opportunity to develop. American and Chinese societies and educational systems are very different. Society affects education and education affects society. In an effort to investigate these differing influences and their impact on educational aspirations and life goals, our group interviewed both Chinese and American parents, teachers, and students. With our interviews, we hoped to understand what is fueling these dreams: Is it pressure from the economy, politics, or society? This research allowed us to compare American and Chinese educational systems, aspirations, and cultural values, relating them to each countrys future goals. We also questioned how effective the current Chinese and American formal education systems are in aiding their society to pursue their dreams. Through this investigation, we found many similarities and differences. For example, a mother's love for her child, and equally her support of her childs education, is not dependent on the country in which she lives. individual educational systems and societies.

A Chinese teacher recites to her students

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Chinese students at Kunming No. 30 High School enjoy a brief ten-minute break between classes

The large class sizes in Chinese schools is one of the contributors towards a nonindividualized education

However, these two cultures do display significant differences created in part by their individual educational systems and societies. While both American and Chinese teachers hope for the future happiness of their students, their methods for reaching these goals are radically different. Several American teachers commented that emphasis needs to be placed on developing students individuality, critical thinking skills, and confidence, while simultaneously challenging their interests and passions. American teachers believe that this combination will lead to self-realization, the development of high moral standards, and creation of independent minds, all keys to a happy and successful life. The abilities to know how to learn and think outside the box are, according to the American point of view, necessary skills to stay afloat in our competitive economy and to continue moving up the economic ladder. Differing drastically from the Chinese mindset, performing well on tests and attending a prestigious university are not the highest priorities. Rather, the goal is to inspire students to pursue their academic passions and greater life goals. The Chinese view education through an entirely different lens. Americas value of individuality is replaced in Chinese culture with the idea that the whole society is top priority. The educational ideology is based on developing good citizens with strong moral values who serve society and are productive parts of the whole. Disciplined memorization of test information is valued above all other knowledge. This is due to universities admitting students based solely on their test scores. While this system develops highly proficient computational skills, it fails to develop critical thinking skills. A Chinese-educated engineer may be good at applying formulas and calculating results, but will not be proficient when it comes to designing new technologies in the field or finding a solution to a complex problem that requires innovative thinking. This system also leaves out subjects such as environmental education and fine arts, and it pays little attention to

extracurricular activities. Realistically, Chinese teachers believe that in order to live a productive, financially stable, and happy life, students need to progress through education step-by-step, continuing to earn good grades on tests to reach the next level. Better exam marks increase the likelihood that students will be admitted to a prized university and in the future obtain a reliable profession to support themselves. Chinese parents emphasized the absolute necessity of their child to earn high marks in school and attend an elite university. The pressures of an academically rigorous and competitive school system are highly regarded by parents as the best method to achieve successful student performance and to ensure self-discipline. To positively affect society and attain a financially stable and self-fulfilling profession are Chinese parents ideals for their children. American parents are more likely to hold a contrary point of view. They value their childs pursuit of a field that sparks their interests and passions, and therefore incentivizes the child to excel. Parents who were interviewed display a pattern in their efforts to mold their child into one who can think critically and solve problems, using several different methods. Parents strive to enable their son or daughter to grow to their greatest potential and reach their utmost capabilities. Another prominent pattern among American parents was the idea that students can independently continue their growth beyond the classroom and learn how to better adapt to changing circumstances in the world in which they live. "The best education," said Miguel Govela, "is one that involves experiential activities that allow the student to learn about the world and other cultures besides their own and become a world citizen. The most essential part of education is the student itself. American students unanimously agree that happiness, enjoyment, and receiving a liberal arts education are their main goals. They wish to mature in a well-rounded way in order to reach their lifelong dreams and even change the world for the better. Many students interviewed explained a passion for the "American dream."

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Connor, Lauren, Rayn, Alex

Despite a lack of encouragement at the high school level, some elementary schools will teach student traditional minority songs and dances

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However, According to interviews with Chinese students, the fine arts are a desired hobby, but parents discourage their pursuit due to the fact that it will distract from studying for tests. Many Chinese students wish to obtain a high-quality job and earn an affluent income, with happiness being only a side-effect of this. Some students disclosed their discontent with the Chinese educational system because it smothers creativity with mundane and intense workloads. Each perspective carries with it both risks and rewards, although they both reach for similar goals. The disciplined, methodical form of Chinese education grooms students for a productive, financially stable, and socially beneficial life, while it fails to encourage the growth of individualism, innovation, and creativity. Education in the United States, with a heavy emphasis on critical thinking, sparks passion and creativity yet suffers in the fields of math and science. Students are our future. As the world flattens, students continue to face increasing pressures from society to achieve greater educational success in order to be more competitive in the international job market, as well as increase their countrys global standing. China has been catching up to the United States at an ever-increasing rate. Now, more than ever, it is crucial for Chinese and American students to pursue their own passions, using a combination of creative and analytical skills. China and the United States, both with similar goals of increased international influence, have vastly different educational systems. These systems are based on each countrys political, social, and economic systems, which differ drastically. America, founded on the principals of freedom of expression, individualism, and democracy, displays these values in its educational system by encouraging students to think critically and creatively. American students follow their passions and continue to learn through both formal and non-formal educational experiences. China, on the other hand,

ruled by a history of monarchs who wanted individuals to function as one society, promotes conformity in expression, thought, and action, preferring education through rote memorization. Neither system is without both strengths and flaws; while America struggles in analytical fields, China lacks in creativity and innovation. Both American and Chinese students possess the same educational goals of attending top universities, but pursue these goals in different manners. While American students happily follow their personal interests in pursuit of attaining their lifes greater dreams, Chinese students study rigorously to attain information in order to pass their next test. Perhaps if Chinese and American entrepreneurs joined together in the workforce, the combination of analytical and creative skills would be the perfect mix, strengthening both the Chinese and American economies together. Samuel P. Huntington, who formulated the theory of The Clash of Civilizations, believes that the world postCold War will be a future of cultural and religious conflicts. This could even involve a clash between America and China, as their global leaders and professionals continue to compete in a world of increasing globalization, while maintaining contrasting societies and educational systems. Mr. Huntington proposes a solution to these cultural and religious clashes: tolerance and acceptance. The ability to coexist is a valuable skill, especially considering the other option violence similar to the th terrorist attacks on September 11 , 2001. In the end, one must ask oneself: what does the future hold? How will each countrys educational system affect their future society, economy, and politics? Most importantly, which system is the best for training the world's future agents of change?)

Special thanks to our interviewees: Guo Lijun Grade 1 Senior at private school (Kunming, Yunnan, China) Julia Grade 2 Senior at #30 middle school (Kunming, Yunnan, China) Zhang Ming Liung Senior grade 2 (Kunming, Yunnan, China) Scooter Bloom Grade 10 at The Bush School (Seattle, WA, USA) Tim Brooks Grade 12 at Paideia High School (Atlanta, Georgia, USA) Aidan Brooks Grade 8 at Paideia Middle School (Atlanta, Georgia, USA) Noah Friedman, Grade 10 student at The Beacon School (New York, USA) Elizabeth Garcia, Grade 10 student at The Beacon School (New York, USA) Nate Devine, Grade 9 student at The Beacon School (New York, USA) Alexander Lola, student at The Beacon School (New York, USA) Victoria Wong-Jew, student at The Beacon School (New York, USA) Dante Del Terzo, Grade 11 student at The Beacon School (New York, USA) Anubis Rodriguez, student at The Beacon School (New York, USA) Gao Jian Father of one child (Kunming, Yunnan, China) Zhou Huaping Mother of one child in (Kunming, Yunnan, China) Zhang Yunhong Mother of one child (Kunming, Yunnan, China) Ma Na- Mother of one child (Kunming, China) Miguel Govela Father of two children at The Bush School (Seattle, WA, USA) Bruce Hopkins Father of two children (Baltimore, Maryland, USA) Martha Brooks Mother of three children (Atlanta, Georgia, USA) Toby Brooks Father of three children (Atlanta, Georgia, USA) Eugene Riel, Parent of one child at Thinking Beyond Borders (Brooklyn, New York, USA) Joanne Riel, Parent of one child at Thinking Beyond Borders (Brooklyn, New York, USA) Alan Butvinik, Parent (New York, USA) Erin Price, Parent (Massachusetts, USA) John Edminster, Parent (New York, USA) Beatrice Montalvo, Parent (New York, USA) Matt Ozern, Parent (New York, USA) Stuart Septoff, Parent (New York, USA) Bi Cheng Gang Physics professor at #30 middle school (Kunming, Yunnan, China) Chen Shan English professor at #30 middle school (Kunming, Yunnan, China) Yuan Mitchell- Teacher of SIT, co-founder CCLD one child (Kunming, China) Gillian Toledo Elementary school teacher at The Bush School (Seattle, WA, USA) Ryan Martin English professer at Paideia High School (Atlanta, Georgia, USA) Paul Bianchi Headmaster at Paideia School (Atlanta, Georgia, USA) Lev Moscow, History teacher at The Beacon School (New York, USA) Mark Leader, Math teacher at The Beacon School (New York, USA)