Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy

DOI: 10.4236/chnstd.2014.31001   PDF   HTML   XML   7,524 Downloads   9,655 Views   Citations


To understand better teaching and learning in schools in modern China, it is not enough to see its pedagogic philosophy as merely a reflection of communist ideology. Core values derived from China’s ancient civilization, especially the teachings of Confucius, arguably exert as much, maybe more, influence.

Share and Cite:

Halpin, D. (2014) Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy. Chinese Studies, 3, 1-3. doi: 10.4236/chnstd.2014.31001.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Halpin, D. (2010) National curriculum reform in China and England: Origins, character and comparison. Frontiers of Education in China, 5, 258-269.
[2] Halpin, D., & Moore, A. (2000). Maintaining, reconstructing and creating tradition in education. Oxford Review of Education, 26, 133- 144.
[3] Hu Wenzhong, Grove, C. N., & Zhuang Enping (2010). Encountering the Chinese: A modern country, an ancient culture (3rd ed., pp. 63-68). London: Intercultural Press.
[4] Thorsen, S. (2005). A county of culture (pp. 83, 117, 145, 151, 217, 221, 223, 245-246). Ann Arbor, MI: University of Michigan Press.
[5] Watkins, C., Carnell E., & Lodge, C. (2007). Effective learning in classrooms. London: Sage.

comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.