Relevant bibliographies by topics / Confucian heritage cultures

Academic literature on the topic 'Confucian heritage cultures'

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Published: 10 March 2023

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Journal articles on the topic "Confucian heritage cultures"

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Chen, Long. "Implementing cross-culture pedagogies: cooperative learning at Confucian heritage cultures." Journal of Education for Teaching 41, no. 4 (June 10, 2015): 453–56. http://dx.doi.org/10.1080/02607476.2015.1053740.

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Evers, Colin W., Mark King, and Kokila Roy Katyal. "Conducting research in Confucian Heritage Cultures: an overview of methodological issues." Comparative Education 47, no. 3 (August 2011): 295–300. http://dx.doi.org/10.1080/03050068.2011.586762.

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Buchtel, Emma E., Leo C. Y. Ng, Ara Norenzayan, Steven J. Heine, Jeremy C. Biesanz, Sylvia Xiaohua Chen, Michael Harris Bond, Qin Peng, and Yanjie Su. "A Sense of Obligation: Cultural Differences in the Experience of Obligation." Personality and Social Psychology Bulletin 44, no. 11 (May 9, 2018): 1545–66. http://dx.doi.org/10.1177/0146167218769610.

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In this investigation of cultural differences in the experience of obligation, we distinguish between Confucian Role Ethics versus Relative Autonomy lay theories of motivation and illustrate them with data showing relevant cultural differences in both social judgments and intrapersonal experience. First, when judging others, Western European heritage culture (WEHC) participants (relative to Confucian heritage culture [CHC] participants) judged obligation-motivated actors more negatively than those motivated by agency (Study 1, N = 529). Second, in daily diary and situation sampling studies, CHC participants (relative to WEHC participants) perceived more congruency between their own agentic and obligated motivations, and more positive emotional associations with obligated motivations (Study 2, N = 200 and Study 3, N = 244). Agentic motivation, however, was universally associated with positive emotions. More research on a Role Ethics rather than Relative Autonomy conception of agency may improve our understanding of human motivation, especially across cultures.
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HO, DAVID YAU FAI, and RAINBOW TIN HUNG HO. "Knowledge is a Dangerous Thing: Authority Relations, Ideological Conservatism, and Creativity in Confucian-Heritage Cultures." Journal for the Theory of Social Behaviour 38, no. 1 (March 2008): 67–86. http://dx.doi.org/10.1111/j.1468-5914.2008.00357.x.

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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ARMING ASIAN INTELLECTUALS INTERNATIONAL CONSULTANCY." Journal of Enterprising Culture 03, no. 04 (December 1995): 483–96. http://dx.doi.org/10.1142/s0218495895000258.

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The ability to change is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally associated with the West, we believe that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Prospective Asian consultants must be able to marry Western and Eastern business cultures and practices. The critical factors for success as Asian international consultants will be examined.
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CHANG, CHIU-CHENG, and GERALDINE CHEN. "ERRATA: "ARMING ASIAN INTELLECTUALS FOR INTERNATIONAL CONSULTANCY"." Journal of Enterprising Culture 04, no. 01 (March 1996): 95–108. http://dx.doi.org/10.1142/s0218495896000253.

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The ability to changes is vital for corporate survival and growth and knowledge is the engine of change. While consultancy is generally accociated with the West, we belive that the Asian heritage, particularly the Confucian reverence for knowledge and teachers, make Asian intellectuals best suited for performing the consultancy role effectively. But what exactly is the role of consultancy? What are the objectives and functions? And in what areas will Asian consultants stand out? Propective Asian consultants must be able to marry Westerm and Eastern business cultures and practices. The critical factors for success asd Asian international consultants will be examined.
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Pham, Huong Thi. "Assuring quality in higher education in a Confucian collectivist culture: the Vietnamese experience." Journal of Contemporary Educational Research 2, no. 4 (September 3, 2018): 10–19. http://dx.doi.org/10.26689/jcer.v2i4.405.

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Quality assurance has been introduced and developed into Vietnam for almost 15 years. The importation of such a concept from other countries with different cultures may result in resistance in some ways. This study explores quality assurance arrangements at three institutions of higher education in Vietnam, a Confucian heritage country, as perceived by academic leaders, quality assurance practitioners, and academics to respond to quality assurance policies from the government. The methodological approach taken in this research is a multiple case study. A qualitative approach was used to explore quality assurance practices at three institutions. Data collected from documentation and in-depth interviews were analysed for patterns and themes. It was found that centralism and large power distance of a Confucian collectivist country such as Vietnam significantly influenced the government's attempts to reform higher education for quality improvement. Culturally appropriate measures from the bottom level with long-term strategies should be considered to assure and improve quality, including the shift to decentralisation in higher education.
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Pham, Thinh Ngoc, Mei Lin, Vu Quang Trinh, and Lien Thi Phuong Bui. "Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context." SAGE Open 10, no. 1 (January 2020): 215824402091455. http://dx.doi.org/10.1177/2158244020914554.

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Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.
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CORDEIRO, ALLAN. "Tendencies for Future Research on English Speaking Anxiety in Confucian Heritage Culture (CHC) Students and Teachers." Revista Gatilho 19, no. 02 (December 31, 2020): 18–35. http://dx.doi.org/10.34019/1808-9461.2020.v19.27682.

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This paper examines the causes and consequences of Foreign Language Anxiety (FLA) in Second Language Acquisition (SLA). Speaking was the skill that contributed most to a high FLA level and that approximately one-third of students presented a moderate FLA level. Confucian Heritage Cultures (CHCs) students’ experiences were chosen as the focus of our research because they have higher FLA rates of all ethnic groups. The aim of this work is to shed light on English Speaking Anxiety and observe the tendencies to enable future research in this field. The research is based on a series of papers collected from journals. The findings are related to the influence of emotional factors that contribute to anxiety in the classroom and teachers’ attitudes. A high anxiety rate may be related not only to a natural propensity to anxiety, but also to factors related to teachers’ activities and attributes. The studies showed that the tone of voice, gender and the teacher's dress code had an effect on students’ levels of anxiety.
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Fung, Annabella S. K. "Confucian Heritage Culture, parental differential treatment of siblings and music learning: A hermeneutic analysis of a musical family." Psychology of Music 46, no. 3 (June 20, 2017): 357–74. http://dx.doi.org/10.1177/0305735617712423.

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This phenomenological study focuses on the effect of parenting rooted in Confucian Heritage Culture (CHC) on music learning of four American-born Chinese siblings from the same family. It investigates parental differential treatment (PDT) and sibling interactions on the musical development of the participants raised by musician parents. Participants’ music practice habits and their learning and performing opportunities can further account for their music identity formation. Hermeneutic inquiries explore how individuals make sense of their experiences. Data consisted of six semi-structured interviews conducted among this family and their email correspondences, and was analysed using Interpretative Phenomenological Analysis. Four overarching themes emerged from the family narratives: parenting rooted in CHC-inspired music learning in this family; parental musicianship and continuous support, combined with kin role modelling and siblings’ sound practice habit positively facilitated their successful music learning; optimal learning and performing opportunities were highly beneficial in the siblings’ music learning process; and sibling relationships affected by PDT did not have long-term aversive effects on their learning or wellbeing. The findings show that PDT occurs among CHC families and children need to have a safe environment to thrive. Scholars and health practitioners should acquire intercultural knowledge to effectively work with families of diverse cultures.
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Dissertations / Theses on the topic "Confucian heritage cultures"

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Radclyffe-Thomas, Natascha Eugenie. "Concepts of creativity operating within a UK art and design college (FE/HE) with reference to Confucian heritage cultures : perceptions of key stakeholders." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/3195/.

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Cultural norms determine where creative ideas and products arise and how they are judged; yet despite the prevalence of literature on creativity, ambiguity persists about global understandings of the concept. The internationalisation of higher education has resulted in multicultural classrooms that provide opportunities for intercultural communication and creative collaborations yet risk misunderstandings and cultural essentialism. There is a lack of empirical research into student learning in art and design and even less that takes cultural contexts into account. The main methodological models that have emerged since the mid twentieth century endorse an understanding of creativity as an internal cognitive function. As the majority of intercultural creativity research is based on assumptions about individual and collective societies the antipathy between creativity and conformity has been perpetuated. The literature reveals multiple functional definitions of creativity operating in the UK and a value paradox between Western and non-Western models of creativity. Using semi structured interviews with stakeholders in a UK art and design college as well as analysing institutional documents, the research investigates how previous teaching and learning experiences impact the understanding, teaching, practice and assessment of creativity in a multicultural environment with particular reference to Confucian heritage cultures. The study explores individual and societal level themes and concludes that contemporary creativity cannot be separated from cultural context and proposes a model of intercultural creativity in concurrence with confluence models combining a number of individual and cultural factors. Creativity is conceived as the fusion of individual creative potential with a favourable social context manifested in a collaborative learning culture. Recommendations are made with regard to the necessity of raising intercultural awareness amongst students and lecturers.
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Qin, Bailan. "Sacred Heritage Making in Confucius’ Hometown: A Case of the Liangguan Site." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19706.

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For over two thousand years, Qufu – the hometown of Confucius – has maintained numerous heritage sites where ancient Chinese elites revered Confucius and studied Confucianism. The sites, known as sacred places, have been exerting significant impact on Chinese culture and society. However, since the early 1930s, many of these sites in non-protected areas have been forgotten and even transformed in such a way that their original heritage meanings have dissipated. Following President Xi Jinping’s visit to Qufu on 26 November 2013, Qufu has been attracting unprecedented attention in both mass media and the academia, contributing to China’s ongoing Confucian revival in the post-Mao era. Against this background, the thesis aims to explore Confucian discourses deeply rooted in traditions of Chinese studies to inform heritage researchers and practioners today of sacred heritage-making process theoretically and practically. The study has investigated how a widely known sacred place – Liangguan was produced, preserved, interpreted and transmitted as heritage by examining historical texts associated with Qufu. The primary concern in my research is how the floating signifier of sacredness is variously fixed in terms of the Confucian Classics. It presents the Confucian Classics as a prominent heritage feature embedded in related continuously maintained a historic place for more than 2500 years. It argues that we should differentiate clearly a place or space as heritage from a thing that is either physical or intangible. The deep cultural significance of conserving, repairing, renovating and presenting historic sites in Qufu are traditionally meant to transmit and refresh the classical texts. The classical exegesis allows the space itself, along with its documentation, to be turned into a readable historic site which subsequently gives way to the cosmological, moral, ritual and cultural political levels of the heritage understandings. The findings of this case study eventually lead to three place-based heritage conclusions. First, the Confucian elites designate the Classics as a built-in feature of heritage sites. Local worthies live and relive the historic site by engaging an interpretation of the Confucian Classics with the place or space. Second, place names are a vital part of the sacred heritage because they can solicit deep interpretations of the related historical events. It is of great necessity to reinterpret the associated scriptures of place names for our real understanding of inherent Confucian values and heritage meanings. Third, sacred heritage is described by elite visitors as a historic place for reliving unbroken traditions and experiencing memories of the past. The spirit of Confucian sites can only be sensed and understood by expounding scriptures of the Classics and reactivated by interacting with Confucius’ descendants. Ultimately, it is suggested that we’d better redefine above three issues for producing the sacred heritage in relation to its representation, values and uses in present context of Confucian revival. Only in this way can numerous sites in Qufu be entrusted the sacred characters again to impart all functions and presentations of the long Chinese past, credible culture and Confucian ethics.
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Zhao, Xingcun. "AN EXPLORATION OF CULTURAL HERITAGE TOURISM USING THE BRAND PERSONALITY THEORY: AN EXAMPLE OF THE THREE MEMORIAL EDIFICES OF CONFUCIUS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1558542739608648.

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Barron, Paul Edward. "An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17741.pdf.

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Hsu, Chiu-Yen. "Choosing to study science in Taiwanese schools : perceptions of science and other influences on students' choices." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512322.

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There is widespread concern in many Western countries over the declining levels of uptake of science at the upper levels of high school. In contrast, Taiwanese senior high school students have a greater tendency to choose science rather than social studies and achieve highly in international comparative tests. The well-developed technology industries in Taiwan also suggest that science education in Taiwan has been a success. However, the attitude toward school science, unlike the promotion of scientific attitudes, has received little attention in Taiwanese schools. This paper firstly investigates 729 students’ attitudes toward both school and real-world science. The results show that the high level of uptake of science is not strongly associated with positive attitudes towards science as a subject. Few differences were found in the affective responses to school science between the Natural Sciences programme (NSP) and Social Studies Programme (SSP) students, with only a minority expressing a positive attitude to science in both cases. The research findings challenge the simplistic linking of attitudes and uptake in this context. This research then seeks to understand this unusual phenomenon by exploring the nature of and influences on students’ subject choice decision-making. Through focus group discussions with students and interviews, this research explores the sources of students’ perceptions of science and social studies, identifying influences derived from the teaching of school science itself but also those arising from ‘external’ contexts of wider society, including cultural and economic influences. The results show highly complex relationships between students and the surrounding actors, i.e. parents, teachers and the media. The findings also demonstrate possible explanations why students are doing well in school science and in industry but have not produced prominent discoveries or achievements in the world’s academic research. Drawing on Taiwan’s distinctive socio-cultural context, this research provides a different perspective from that in western science education research literature on the factors that shape science uptake.
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Abdullah, Shamsul Kamariah. "“More Spices in My Thinking Skills” Exploring Confucius Heritage Culture (CHC) Learners’ Learning Behaviour in Marketing Units (A Case Study)." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/70364.

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The study provided the foundation for the future overall curriculum design of marketing units in terms of the assessment and instructional approaches that best fit CHC learners’ learning environment. A new model of teaching and learning, termed a ‘learning-teaching-thinking’ model (L2T) was developed. It is envisioned that the information gathered in the study would provide assistance to the curriculum designers, policy makers and other stakeholders both national and international.
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Tu, Chia-Hua Vivian. "The relationship between language learning orientation and regulatory focus among EFL students in Taiwan." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186963.

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This research investigated the relationship between students’ approaches to second language learning and a specific personality variable. The main research instruments were two questionnaires. One was the Language Learning Orientation Questionnaire (LLOQ), which measures two orientations to language learning, Structure Orientation (SO) and Communication Orientation (CO). The other instrument was the Regulatory Focus Theory Questionnaire (RFTQ), which was extensively modified from the USdesigned Regulatory Focus Theory (RFT: Higgins, 1997) for application in the Chinese cultural background, or Confucian Heritage Cultures (CHC), of Taiwan. The study involved 360 students in four high schools in Taiwan. The quantitative data from the questionnaires were supplemented by qualitative data from interviews and non-participant classroom observations. The analysis of LLOQ results demonstrated a clear distinction between SO and CO among the participants. The results of the CHC RFTQ identified three forms of Regulatory Focus: Obligation-Adherence, Social-Security (which are conflated in standard RFT as PRE) and Goal-Achievement (a specific form of PRO). The analysis of the relationship between the LLOQ and RFTQ data indicates there is a correlation between RF and LLO.
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Le, Ngoc Hoa. "Mise en œuvre d’une pédagogie dialectique et constructiviste dans l’enseignement primaire du vietnamien." Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALH003.

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La première étude consiste à explorer les croyances des enseignants du primaire vietnamiens concernant les manuels d’auto-apprentissage du projet VNEN, afin de déterminer dans quelle mesure les enseignants les soutiennent dans l’application des pédagogies constructivistes dans l’enseignement de la langue vietnamienne. Les résultats ont révélé une incohérence dans les convictions des enseignants concernant les rôles des manuels ciblés dans la direction des activités d’enseignement et d’apprentissage. Les inadéquations entre les manuels VNEN et leurs versions originales ont également été explorées. Enfin, les points forts et les points faibles du contenu et de la qualité physique des manuels ont été rassemblés et utilisés comme bases pour améliorer leur qualité.La deuxième étude vise à étudier les croyances des enseignants du primaire vietnamiens sur la pédagogie constructiviste dialectique approuvées par le Ministère vietnamien de l’éducation et de la formation dans le cadre de la réforme fondée sur le VNEN. L'étude a révélé une tendance à une interprétation simplifiée, même très différente des intentions pédagogiques d'origine des approches constructivistes dialectiques. En outre, une contradiction a été constatée entre ce que les enseignants ont pensé de l’instruction fondée sur le constructivisme et ce qu’ils ont réellement mis en œuvre dans leur classe. Les entretiens de suivi sur les observations en classe ont fourni les raisons et les compréhensions responsables du décalage entre leurs croyances exprimées et leurs pratiques d'enseignement.Dans la troisième étude, nous avons progressé dans la conception d’un modèle pédagogique aligné sur le constructivisme afin d’intégrer les caractéristiques constructivistes dialectiques dans l’enseignement de la langue vietnamienne. Cette étude se concentre sur la conception d’un modèle formel dans lequel les caractéristiques essentielles des pédagogies constructivistes dialectiques sont synthétisées avec les aspects essentiels de l’éducation et de la culture vietnamiennes. Le modèle conçu a été déployé en six leçons de lecture et utilisé dans l’étude expérimentale suivante.Dans le cadre d’une quatrième étude, la faisabilité du modèle d’enseignement du vietnamien primaire aligné sur le constructivisme et dialectique a été validée et évaluée au moyen d’une étude expérimentale. Les pratiques pédagogiques des enseignants ont montré des changements significatifs d’une manière traditionnelle d’apprendre à une manière constructiviste plus dialectique. Parallèlement, l’expérience a eu un impact positif sur les compétences en lecture des élèves et leur réflexion de haut niveau. De plus, les perceptions des enseignants sur les leçons dialectiques alignées constructivistes ainsi que leur proposition d’ajustement du modèle conçu ont été recueillies. Les défis de la mise en œuvre du modèle dans la culture et l'éducation vietnamiennes ont été perçus et discutés par les enseignants. Enfin, les élèves ont également montré leur attitude positive à l’égard des leçons conçues. Cette étude expérimentale a permis d'améliorer le modèle aligné sur les constructivistes et d'améliorer la qualité de l'enseignement de la langue vietnamienne au primaire afin de répondre aux nouvelles exigences de la réforme pédagogique en cours au Vietnam
In the context of the fundamental and comprehensive current reform of education in Vietnam, the need of determining the basic theories of education as well as the teaching and learning models has significantly grown. At the beginning of the 21st century, constructivism-based pedagogies have been carried into Vietnamese education through a model entitled Vietnamese Escuela Nueva (VNEN). Accordingly, a profound deployment of the constructivism-based pedagogical reform was required with the aim to establish learners’ competences rather than merely providing knowledge to them as was done in the traditional education. Whereas the competence-based curriculum aligned with the constructivist pedagogy has become a hectic preparation of the education reform in Vietnam, teachers’ beliefs toward the constructivism-based teaching and learning approach have attracted educators’ attentions. This research comprises four studies as follows.The first study is to explore the Vietnamese primary-school teachers’ beliefs regarding self-study textbooks of the VNEN project, in order to determine to what extent the teachers think the textbooks support them to implement the constructivist pedagogies in Vietnamese language instruction. The results revealed inconsistence in the teachers’ beliefs toward roles of the targeted textbooks in directing teaching and learning activities. The mismatches between the VNEN textbooks and their original versions were also explored. Finally, the strengths and shortcomings of contents and physical quality of the textbooks were collected and used as bases for improving their quality.The second study aims at investigating Vietnamese primary teachers’ beliefs on the dialectical constructivist pedagogy that is approved by Vietnamese Ministry of Education and Training (MoET) through the VNEN-based reform. The study found out a tendency of a simplified interpretation, even far difference from the original pedagogical intentions of the dialectical constructivist approaches. In addition, an inconsistence was unfolded between what the teachers thought about the constructivism-based instruction and what they actually implemented in their classroom. The follow-up interviews about the classroom observations provided the reasons and understandings that are responsible for the mismatch between their expressed beliefs and their teaching practices.In the third study, we a step forward in designing a constructivism-aligned instructional model in order to accommodate the dialectical constructivist features into the Vietnamese language instruction. This study focuses on describing the design of a formal model in which core features of dialectical constructivist pedagogies are synthesised with essential aspects of Vietnamese education and culture. The designed model was deployed in six lessons in Reading and used in the following experimental study.Through a fourth study, the feasibility of the dialectical constructivist-aligned model of teaching primary Vietnamese language was validated and evaluated through an experimental study. The teachers’ teaching practices showed meaningful changes for a traditional way of learning to a more dialectical constructivist way. Concurrently, the experiment had a positive impact on the pupils’ reading competences and their high-level thinking. In addition, the teachers’ perceptions about the dialectical constructivist-aligned lessons as well as their proposition for adjusting the designed model were collected. The challenges of the model implementation in Vietnamese culture and education were perceived and discussed by the teachers. Finally, the pupils also showed their positive attitudes toward the designed lessons. This experimental study brought opportunities to improve the constructivist-aligned model and enhance the quality of teaching Vietnamese language at primary education in order to meet the new requirements of the current pedagogical reform in Vietnam
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Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.

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COSTANTINI, STEFANO. "I vissuti socio-emotivi di alunni e alunne di origine cinese a rischio drop-out. Una ricerca qualitativa in gruppi-classe eterogenei e multiculturali nel territorio tra Firenze, Campi Bisenzio e Prato." Doctoral thesis, 2020. http://hdl.handle.net/2158/1252714.

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ABSTRACT Questo studio ha cercato di rispondere alla domanda di ricerca: “In un territorio che presenta un alto numero di abbandoni scolastici tra la popolazione di studenti di origine cinese, è possibile individuare vissuti socio-emotivi che possono iniziare a determinare una disaffezione verso la scuola?”. Nel tentativo di trovare possibili risposte, è stata condotta un’indagine qualitativa nelle scuole della piana fiorentina (area industriale del Macrolotto), compresa tra i comuni di Firenze, Campi Bisenzio e Prato che ha coinvolto un totale di 16 gruppi-classe (8 classi dell’ultimo anno della scuola primaria e 8 classi dell’ultimo anno della scuola secondaria di I° grado). I giovani studenti che hanno partecipato sono stati complessivamente 359 (180F; 179M); nello specifico, i giovani studenti di origine cinese che hanno partecipato alla ricerca sono stati complessivamente 127 (66F; 61M) di cui 65 alunne e alunni (33F; 32M) frequentanti l’ultimo anno delle scuole primarie e 62 alunne e alunni (33F; 29M) frequentanti l’ultimo anno delle scuole secondarie di I° grado. Tenuto conto delle differenti implicazioni nella sfera emozionale nelle le due fasce di età dei soggetti coinvolti, la valutazione è stata realizzata in ambito scolastico per comprendere se, nei giovani studenti di origine cinese, è presente un disagio che inizia ad affacciarsi prima del periodo in cui i dati dell’Osservatorio Regionale Educazione Istruzione della Regione Toscana riportano l’emergere di un significativo drop-out per questa popolazione scolastica. La metodologia individuata per la ricerca degli strumenti utili all’indagine ha avuto come riferimento il paradigma ecologico e l’epistemologia naturalista e si è strutturata gradualmente a partire dai dati che sono emersi via via dal contesto preso in esame. Sono stati utilizzati strumenti già validati dalla ricerca psico-socio-pedagogica, ma in forma semplificata e con la finalità di raggiungere gli obiettivi specifici del progetto: esercizio di warm-up sul riconoscimento delle emozioni dalle espressioni facciali secondo la categorizzazione di Ekman (con focus su attribuzioni/proiezioni dei propri stati d’animo in riferimento a situazioni scolastiche), storytelling in forma scritta (con focus su ricordi scolastici significativi del ciclo scolastico a termine), analisi del criterio affettivo-relazionale del sociogramma di Moreno (con focus sulle relazioni amicali con i pari età), Circle-Time (con focus su interessi in ambito scolastico e desideri, aspettative e proiezioni della loro famiglia e quelli di sé stessi sul proprio futuro, opinioni su attività in cui la padronanza linguistica non è prevalente ed emerge la parte socio-emotiva, ad esempio, teatro e musica); infine, sono state anche realizzate interviste semi-strutturate e focus group per Dirigenti Scolastici, insegnanti, mediatori culturali e docenti-facilitatori per l’apprendimento della lingua italiana. I vissuti socio-emotivi dei giovani studenti di origine cinese nella quotidianità scolastica sono stati presi in esame come possibile concausa al drop-out dal momento che, aldilà di possibili altre cause che lo generano, resta comunque un fenomeno che riflette una perdita di chances per il futuro e l’affermazione dell’unicità di ogni soggetto-persona. ABSTRACT This study tried to answer the research question: “In an area that has a high number of school drop-outs among the population of students of Chinese origin, is it possible to identify socio-emotional experiences that can start to determine a disaffection towards school?”. In an attempt to find possible answers, a qualitative survey was carried out in the schools of the Florentine suburbs (Macrolotto industrial area), between the municipalities of Florence, Campi Bisenzio and Prato, which involved a total of 16 class-groups (8 classes in the last year of primary school and 8 classes in the last year of 1st grade secondary school). The young students who took part in the research were 359 (180F; 179M); specifically, the young students of Chinese origin who took part in the research were 127 (66F; 61M) of which 65 pupils (33F; 32M) attending the last year of primary school and 62 pupils (33F; 29M) attending the last year of secondary school. Considering the different implications in the emotional sphere in the two age groups of the subjects involved, the evaluation was carried out in the school environment in order to understand if, in the young students of Chinese origin, there is a discomfort that begins to appear before the period in which the data of the Regional Education Observatory of the Tuscany Region report the emergence of a significant drop-out for this school population. The methodology identified for the search for tools useful for the investigation was structured the ecological paradigm and naturalist epistemology and was gradually based on the data that gradually emerged from the context examined. Tools already validated by psycho-socio-pedagogical research were used, but in a simplified form and with the aim of achieving the project's specific objectives: warm-up exercise on the recognition of emotions from facial expressions according to Ekman's categorization (with focus on attributions/projections of one's own moods in reference to school situations), storytelling in written form (with focus on significant school memories of the school cycle at the end of the term), analysis of the affective-relational criterion of Moreno's sociogram (with focus on friendship relations with peers), Circle-Time (with focus on interests in school and desires, expectations and projections of their family and those of themselves on their future, opinions on activities in which linguistic mastery is not prevalent and the socio-emotional part emerges, for example, theatre and music); finally, semi-structured interviews and focus groups were also carried out for school managers, teachers, cultural mediators and teachers-facilitators for the learning of the Italian language. The socio-emotional experiences of young students of Chinese origin in everyday school life were examined as a possible contributory cause of drop-out since, apart from other possible causes, it is still a phenomenon that reflects a loss of chances for the future and the affirmation of the uniqueness of each person-subject.
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Books on the topic "Confucian heritage cultures"

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Sun Zhongshan de ru xue qing jie: Zhonghua wen hua de cheng chuan yu chao yue = Sun Yat-sen's confucian complex : the heritage and transcendence of Chinese culture. Beijing: She hui ke xue wen xian chu ban she, 2010.

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Pong-gon, Kim, and Chirisankwŏn Munhwa Yŏn'gudan, eds. Chirisankwŏn yuhak ŭi hangmaek kwa sasang. Sŏul-si: Sŏnin, 2015.

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Ilbon munhŏn sok ŭi Yi Sun-sin p'yosang: The image of Yi Sun-sin in Japanese literature. Sŏul: Minsogwŏn, 2022.

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Thanh, Pham Thi Hong. Implementing Cross-Culture Pedagogies: Cooperative Learning at Confucian Heritage Cultures. Springer London, Limited, 2013.

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Thanh, Pham Thi Hong. Implementing Cross-Culture Pedagogies: Cooperative Learning at Confucian Heritage Cultures. Springer, 2013.

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Pham Thi Hong Thi Hong Thanh. Implementing Cross-Culture Pedagogies: Cooperative Learning at Confucian Heritage Cultures. Springer, 2016.

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Lam, Chi-Ming. Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures. Springer, 2015.

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Lam, Chi-Ming. Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures. Springer, 2013.

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Lam, Chi-Ming. Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures. Springer Singapore Pte. Limited, 2013.

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Lam, Chi-Ming. Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures. Springer London, Limited, 2013.

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Book chapters on the topic "Confucian heritage cultures"

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Choo, Suzanne S., and Sharon Y. S. Quek. "Empowering Students Through Cosmopolitan Literacies: Pedagogical Examples from Classrooms in Confucian Heritage Cultures." In International Handbook on Education Development in Asia-Pacific, 1–19. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2327-1_27-1.

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Pham, Thanh. "Developing Effective Global Pedagogies in Western Classrooms: A Need to Understand the Internationalization Process of Confucian Heritage Cultures (CHC) Students." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 37–52. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_3.

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Ozoliņš, Jānis (John) Tālivaldis. "Confucian heritage culture, education, and wisdom." In Education and the Pursuit of Wisdom, 132–48. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international studies in the philosophy of education: Routledge, 2018. http://dx.doi.org/10.4324/9781351130790-7.

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Zhang, Xianglong. "4. The Special District of Confucian Culture, the Amish Community, and the Confucian Pre-Qin Political Heritage." In Confucianisms for a Changing World Cultural Order, edited by Roger T. Ames and Peter D. Hershock, 55–72. Honolulu: University of Hawaii Press, 2017. http://dx.doi.org/10.1515/9780824873325-005.

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Ho, Shelen. "Culture and Learning: Confucian Heritage Learners, Social-Oriented Achievement, and Innovative Pedagogies." In Diversity and Inclusion in Global Higher Education, 117–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1628-3_5.

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Pattie, Yuk Yee, and Luk-Fong. "Teachers’ Professional Identities and Career Choices when Education Reforms Meet with Confucian Cultural Heritage in Education." In Teachers' Identities and Life Choices, 91–114. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-81-4_7.

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Pham, Thanh, and Lam H. Pham. "Engaging Students in Academic Readings at Australian Higher Education: Experience Learned from Confucian Heritage Culture (CHC) Education." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 3–16. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_1.

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Fung, Dennis Chun-Lok, and Tim Weijun Liang. "The Research on Group Work, Critical Thinking and Confucian Heritage Culture: What Does a Thematic Review Tell Us?" In Fostering Critical Thinking Through Collaborative Group Work, 11–33. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2411-6_2.

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Phillipson, Shane N., and Hoi Yan Cheung. "Giftedness within the Confucian-heritage Cultures." In Learning Diversity in the Chinese Classroom, 205–47. Hong Kong University Press, 2007. http://dx.doi.org/10.5790/hongkong/9789622098725.003.0007.

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Ho, David Y. F. "Cognitive Socialization in Confucian Heritage Cultures." In Cross-Cultural Roots of Minority Child Development, 284–312. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315746555-17.

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Conference papers on the topic "Confucian heritage cultures"

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Karjanto, Natanael. "Active Participation and Student Journal in Confucian Heritage Culture Mathematics Classrooms." In International Conference on Mathematics, Geometry, Statistics, and Computation (IC-MaGeStiC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/acsr.k.220202.018.

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DISSANAYAKE, Ishini Samadhi. "HAPPINESS THROUGH THE CONFUCIUS’S PHILOSOPHICAL THEORY." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.13.

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Abstract:
Confucius was born over 2,500 years ago and Confucius died at the age of 72 in 479 BCE (Rainey 2010: 21). Though he is called Confucius throughout most of the world, that name is actually the Latinized form of his Chinese name, Kong Fuzi, or Master Kung (Dorothy & Hoobler 2009: 10).Confucianism became the ascendant philosophical system of China for more than 2,000 years. It is a system of thought based on the teachings of Confucius, who lived from 551 to 479 BCE (Dorothy & Hoobler 2009: 10). It has been imbued in every aspect of Chinese life which steeps through its history, state affairs and social life. Most importantly, its ethics aided immensely to shape society and remarkably impacted on daily lives. Consequently, still on any given day one can see hundreds and hundreds of people, most in family groups or tour groups visit Confucius’ birthplace in the Chinese city of Qufu which is considered as a UNESCO World Heritage Site. The Confucianism elements also can be seen in Vietnamese, Korean, and Japanese cultures due to the expansion of Chinese civilization. Thus, the majority of the three million tourists who visit Confucius’ birthplace within a year are from China, Korea or Japan. Even though in the past decades East Asia has had a blistering phase of modernization, one can still see that Chinese, Korean, or Japanese remnants contending with the ancient morals of Confucius. “Confucius, then, ranks with Abraham, Jesus, Muhammad, and Siddhartha Gautama (better known as the Buddha), and Aristotle and Plato, as one of the founders of modern civilization” (Schuman 2015: 14).
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CHU, YU CHIEH, MIN FU HSU, TSAI YU LIN, and PEI YU YI. "PREVENTIVE PRESERVATION OF CULTURAL HERITAGE WITHIN A HOT AND HUMID CLIMATE: A CASE STUDY OF TAINAN CONFUCIAN TEMPLE, TAIWAN." In STREMAH 2019. Southampton UK: WIT Press, 2019. http://dx.doi.org/10.2495/str190261.

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