Knowledge is not a piece of data, something immobilized, con- cluded, finished, something to be transferred by one who acquired it to one who still does not possess it.
I cannot think authentically unless others think. I cannot think for others, or without others… . Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry [people] pursue in the world, with the world, and with each other.
i’ve always wondered why my students are not called “local” (or refer to themselves as such) even if they are born/raised here, even if their families have been in HK for more generations than “local” chinese students. there is definitely more work to be done to achieve an integrated multi-cultural society.
"In contrast to western education, particularly in regard to the model of higher education in Medieval and Renaissance universities where students were encouraged to engage in disputation, traditional Chinese education consisted primarily of rote learning and memorization of the Classics. This formula became standardized by the seventh century CE. Candidates for the Civil Service Imperial Exams were required to memorize a vast amount of classical material and were never required to demonstrate the ability to either theorize or challenge a particular premise. The purpose of the scholar class after all was:
the creation of bureaucratic generalists familiar with an accepted ethical outlook and body of knowledge, not with the growth of knowledge or with academic specialization.1
The very democratic nature of Chinese education—i.e., that it offered a path of upward mobility to anyone who could survive the rigors of study and examinations—was established from the first by Confucius himself. A traditional saying attributed to him states that “those who work with their heads will rule, while those who work with their hands will serve.” To that end, education thus became a strategy for survival in a country where poverty and hardship had challenged the lives of millions for countless millennia. ”
1John Merson, The Genius That Was China: East and West in the Making of the Modern World, (Overlook Press, 1990) p. 86.
this video makes me wonder about the role of competition in education, and also about the concept of “motivation.” teachers often speak of students who lack “motivation”; it sounds like they are talking about a thing, something tangible that the student is responsible for maintaining. in the US, “competition” in education sounded like a taboo subject.
this video makes clear that individual aspirations interact heavily with social context, and this case, the social context includes a rapidly developing economy, and a country on a possible rise to becoming a super power.
i am an educator. i lived in the united states for 26 years before moving to hong kong. i learned that i need to imagine new definitions for “democracy” and “democratic.” and maybe, i need to re-imagine when democracy is needed, and under which condition it “works.”
“Of course, we are likely to make critical thinking a basic value in school insofar as we make it a basic value in our own lives. Therefore, to become adept at teaching so as to foster critical thinking, we must become committed to thinking critically and reflectively about our own lives and the lives of those around us. We must become active, daily practitioners of critical thought. We must regularly model for our students what it is to reflectively examine, critically assess, and effectively improve the way we live.”—
and to learn to act critically, we must also practice acting critically. learning to think critically is easy. learning to act effectively on a critique requires attention also.