Have you ever had the feeling that you do not contribute enough in class?
Are your classmates verbally outstripping you even though you are all doing the same readings?
Are you cautious to contradict your professors or published works of academia?
WHY???
The case is not that some people are less intelligent than others, there are in fact influences from our background which influence the way we learn and the way we question what we learn. So don’t lose hope! Just because you do not immediately rip a reading to shreds does not mean that you have not understood or appreciated the text. Culture plays a major role in shaping people’s beliefs about learning and their consequent behavior. Learning beliefs are not innate but products of socialization.
What do people think they gain from learning?
What does it take to learn something?
Is there a joy in learning?
Is there a difference in perception of teachers by those who learn well vs. those who do not?
Allow us to outline two basic philosophies concerned with these questions
Western (European-American) learning:
influenced by Socrates’ ideal that the best learner is one who develops and uses his mind well to inquire into the world
-finely differentiated mental functions to understand the world, develop personal skills and realize personal goals
-personal passion is intrinsic in learning
-image of good teacher is one who arouses interest, explain clearly, use effective instructions and organize activities
-less patience and attention to detail, originality and individuality are important
-understanding is seen as a process of sudden insight
-importance of verbal expression: speaking assists learning
Eastern learning:
Chinese learning is especially influenced by the ideals of Mencius and Confucius that to be a quality learner, one must become a more virtuous person.
-also value efforts to achieve understanding of the world, but mental understand alone is not central to their beliefs.
-the main purposes of learning are to perfect themselves morally and socially, to achieve mastery of material and to contribute to society.
-personal passion is important but not intrinsic.
-emphasized respect for knowledge and teaching authorities.
-learning aims at breadth and depth of knowledge, its application to real life situations and unity of ones knowledge and moral character.
-image of a good teacher is one who has deep knowledge, is able to answer questions and is a good moral model.
-diligence and persistence are important
-memorization and repetition
-Confucius: speaking is an act of committing oneself to one’s claim; if one is unable to back one’s claim with action, one should remain silent.
From the contrast of these two philosophies stems an important observation
How Eastern students are perceived in the West:
- more quiet and receptive, lacking a challenging attitude toward authority
- more solitary and contemplative learners, the last step of learning is verbal interaction and discussion with others.
- some students were found to get frustrated when teachers expect them to engage immediately in questioning and analysis
So, remember this when you attend your first classes at Jacobs, since most Professors here come from a Western background and tend to support a Western classroom culture. But also remember: Your Profs are here to help you. They’re all approachable and friendly, so if your unclear about anything or worried about your behavior in class, just talk to them. Communication is key.
