Methods of Education: East Versus West

Methods of Education: East Versus West

 

What causes this difference in educational methods? In a classroom in any country, the instructor teaches more than art or history or language. He or she also teaches culture (the ideas and beliefs of that society). Each educational system is a mirror that reflects the culture of the society.

In a Western society such as the United States or Canada, which has many national, religious, and cultural differences, people highly value individualism—the differences among people—and independent thinking. Teachers place a lot of importance on the qualities that make each student special. The educational systems in these countries show these values. Students do not often memorize information. Instead, they work individually and find answers by themselves, and they express their ideas in class discussion. At an early age, students learn to form their own ideas and opinions.

In most Asian societies, by contrast, the people have the same language, history, and culture. Perhaps for this reason, the educational system in much of Asia reflects society's belief in group goals and traditions rather than individualism. Children in China, Japan, and Korea often work together and help one another on assignments. In the classroom, the teaching methods are often very formal. The teacher lectures, and the students listen. There is not much discussion. Instead, the students recite rules or information that they have memorized.

There are advantages and disadvantages to both these systems of education. For example, one advantage to the system in Japan is that students there learn the social skill of cooperation—of working together. Another advantage is that they learn much more math and science than American students learn by the end of high school. They also study more hours each day and more days each year than North Americans do. The system is difficult, but it prepares students for a society that values discipline or self-control. There is, however, a disadvantage. Memorization is an important learning method in Japanese schools, yet many students say that after an exam, they forget much of the information that they have memorized.

The advantage of the educational system in North America, on the other hand, is that students learn to think for themselves. They learn to take the initiative—to make a decision and take action without someone telling them what to do. The system prepares them for a society that values creative ideas. There is, however, a drawback, a disadvantage. When students graduate from high school, they haven't studied as many basic rules and facts as students in other countries have.

 

Workaholism

 

Most workers spend eight or nine hours on the job. They work because it’s unavoidable. They need to make enough money for necessities: food, rent, clothing, transportation, tuition, and so on. They spend about one- third of their lives at work, but they hate it. They complain and count the minutes until quitting time each day—or the days until their next vacation.

By contrast, there are some people who actually enjoy work—in fact, they love to work. They spend many extra hours on the job each week and often take work home with them. These workaholics are as addicted to their jobs as other people are to drugs or alcohol.

In some urban centers, workaholism is so common that people do not consider it unusual: They accept the lifestyle as normal. Government workers in Washington, D.C., for example, frequently work sixty to seventy hours a week. They don’t do this because they have to; they do it because they want to. Hundreds of workaholics in New York City tried to go to work even in the famous blackout of 1977. There was no electricity—no air conditioning, elevators, or lights—but many people went to their offices anyway. They sat impatiently on the steps outside their office buildings and did paperwork or had business meetings.

Workaholism can be a serious problem. Because true workaholics would rather work than do anything else, they probably don’t know how to relax; that is, they might not enjoy movies, sports, or other types of entertainment. Most of all, they hate to sit and do nothing. The lives of workaholics are usually stressful, and this tension and worry can cause health problems such as heart attacks or stomach ulcers. In addition, typical workaholics don’t pay much attention to their families. They spend little time with their children, and their marriages may end in divorce.

Is workaholism always dangerous? Perhaps not. There are, certainly, people who work well under stress. Some studies show that many workaholics have great energy and interest in life. Their work is so pleasurable that they are actually very happy. For most workaholics, work and entertainment are the same thing. Their jobs provide them with a challange; this keeps them busy and creative. Other people retire from work at age sixty-five, but workaholics usually prefer not to quit. They are still enthusiastic about work—and life—in their eighties and nineties.

Why do workaholics enjoy their jobs so much? There are several advantages to work. Of course, it provides people with paychecks, and this is important. But it offers more than financial security. It provides people with self-confidence; they have a feeling of satisfaction when they’ve produced a challenging piece of work and are able to say, ‘I made that.” Psychologists claim that work gives people an identity; through participation in work, they get a sense of self and individualism. In addition, most jobs provide people with a socially acceptable way to meet others. Perhaps some people are compulsive about their work, but their addiction seems to be safe- even an advantageous- one.

 

 

School Uniforms

By Hannah Boyd

Updated on Jul 21, 2008

 

To require uniforms or not to require uniforms: that is the question many school districts are facing these days. Students in many cities are wearing uniforms to school, and parents across the country are facing off over proposals to institute uniform policies. All this fuss over khaki pants and a white shirt?

While private and parochial schools have long required students to follow a dress code or wear uniforms, public schools have traditionally allowed students to wear what they (and their parents) like. Pro-uniform parents say that only worked because schools used to be safer. Now that kids are getting mugged for their designer clothes and expensive sneakers, school uniforms seem a safer alternative to many. Furthermore, uniforms prevent gang members from wearing gang colors and insignia to school, and make it easier for security guards to spot intruders.

Of course, the lack of a dress code isn’t an issue only in high-crime areas. Middle-class students report peer pressure to buy expensive clothing, cliquish behavior exacerbated by differences in what students can afford, and kids wearing inappropriately sexualized clothing that isn’t conducive to studying. Rachel Berman, who graduated from a private high school that required uniforms, says, “the uniforms contributed to a more sedate, professional feel that I think made it easier to focus on school.”

On the flip side, opponents believe uniforms squash creativity and free expression and worry that they could prevent students from expressing their religious or political beliefs. (In fact, the law requires that religious garb like yarmulkes and head scarves cannot be prohibited, and expressive gear like political buttons is allowed unless it interferes with the rights of others, as with gang insignia.) Many schools have an “opt-out” clause for students who choose not to wear the uniform, and most provide free uniforms to those who cannot afford them.

“My two children attend a school with a lower school uniform and I love it,” says Marcia Turner. “Having a specific set of clothes the kids must choose from makes outfit selection a no-brainer. No more fights or discussions about what to wear since that decision has virtually been made for them.”

“You’ll have the popular girls and the nerdier girls with or without the uniforms,” says Daisy Kong, who graduated from a parochial school that required uniforms. Nonetheless, she adds that, “there were days in college where I actually found myself missing my uniform because I didn’t know what to wear and would spend 30-40 minutes shuffling through my closet.”

 

Are Schools Safe?

by Education.com

Updated on Jan 14, 2008

 

School should be a safe haven, free of crime and violence. But that's not always the case according to a new report out from the National Center for Education Statistics (NCES).

The study, Indicators of School Crime and Safety, is the ninth in a series of annual publications produced by the NCES and a handful of government agencies. It aims to show what students face when they enter the schoolyard. And it covers a wide range of education topics most parents don't like to think about – victimization, fights, bullying, weapons, drugs, and alcohol.

Parents who think of school as a place where a child's biggest problem might be someone stealing his lunch have some catching up to do. Today's students have bigger fish to fry. In 2004, students aged 12-18 were victims of about 1.4 million nonfatal crimes at school, including about 863,000 thefts, 476,000 violent crimes (like simple assault), and 107,000 serious violent crimes (rape, sexual assault, robbery, and aggravated assault). Fifty-five out of every 1,000 students in America, aged 12-18, were victimized in 2004. This is compared to 73 in 2003. So the numbers have gone down a bit – a small consolation, but a consolation nonetheless.

As for school being a haven? The study found that students aged 12-18 were more likely to be robbed in school, than away from school. One in 10 male high school students reported being threatened or injured with a weapon on school property in the past year. Almost one in four students reported the presence of gangs in their schools. And one-quarter of all high school students had been offered drugs on school property.

The biggest problem on students' minds though is bullying. Almost 30 percent of middle and high school students reported having been bullied at school during the last six months. And for many, it was reason enough to avoid school altogether.

We all want school to be a safe harbor for our children. But that is sadly not always the case. If you've been functioning under the assumption that not much has changed since you roamed the halls, it may be time to reevaluate that assumption. Talk to your kids about their school. Let them know you're listening and that you take their fears or concerns seriously. Because no child should have to be afraid in the schoolyard – whether they're 8, or 18.

 

 

Methods of Education: East Versus West

 

What causes this difference in educational methods? In a classroom in any country, the instructor teaches more than art or history or language. He or she also teaches culture (the ideas and beliefs of that society). Each educational system is a mirror that reflects the culture of the society.

In a Western society such as the United States or Canada, which has many national, religious, and cultural differences, people highly value individualism—the differences among people—and independent thinking. Teachers place a lot of importance on the qualities that make each student special. The educational systems in these countries show these values. Students do not often memorize information. Instead, they work individually and find answers by themselves, and they express their ideas in class discussion. At an early age, students learn to form their own ideas and opinions.

In most Asian societies, by contrast, the people have the same language, history, and culture. Perhaps for this reason, the educational system in much of Asia reflects society's belief in group goals and traditions rather than individualism. Children in China, Japan, and Korea often work together and help one another on assignments. In the classroom, the teaching methods are often very formal. The teacher lectures, and the students listen. There is not much discussion. Instead, the students recite rules or information that they have memorized.

There are advantages and disadvantages to both these systems of education. For example, one advantage to the system in Japan is that students there learn the social skill of cooperation—of working together. Another advantage is that they learn much more math and science than American students learn by the end of high school. They also study more hours each day and more days each year than North Americans do. The system is difficult, but it prepares students for a society that values discipline or self-control. There is, however, a disadvantage. Memorization is an important learning method in Japanese schools, yet many students say that after an exam, they forget much of the information that they have memorized.

The advantage of the educational system in North America, on the other hand, is that students learn to think for themselves. They learn to take the initiative—to make a decision and take action without someone telling them what to do. The system prepares them for a society that values creative ideas. There is, however, a drawback, a disadvantage. When students graduate from high school, they haven't studied as many basic rules and facts as students in other countries have.

 

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