The China Dream is also a World Dream International Mindedness is the Bridge

1. The China Dream is also a World Dream International Mindedness is the Bridge Peter Woodhead

2. Introductions – Where I’m from Delhi Ambala Mumbai Sevenoaks School Tunbridge Wells

3. Introductions – My Experience What’s this?

4. My Recent Career Leicester in UK Learning Technology Advisor at ESF HONG KONG Local School King Edward V11 Upper School Law Ting Pong Secondary School German Swiss International School

5. My Teaching I have worked in 8 schools and taught students of all ages from early years to post graduate level, as well as subjects from the Sciences, Humanities and ICT. From this I have learnt a lot about the art of teaching and the different ways students learn and how teachers from different cultures teach International and Local Schools At LTPSS represents an exciting opportunity to learn how we can mix the best of the two philosophies to create learning experiences, which will enable our students to be active citizens in both cultures.

6. My Presentation Plan Key Question How well do International Schools in China prepare their students to be part of the China Dream? What is the difference between Western and Chinese Educational Philosophy and Professional Practice? The China Dream: What are the implications for International Schools? What defines an International School? Expectations Values Philosophy The China Dream: Are people in the West convinced? One School – Two Cultures? Is this possible?

7. 演讲的重点 关键问题 中国的国际学校如何培养学生有能力成为实现中国梦的一份子？ 中西方教育在要求，价值观和理念上的不同 中国梦： 对国际学校意味着什么？ 什么是真正的国际学校？ 要求，价值观和理念 中国梦： 西方人怎么想的？ 同一个学校，两种文化并存，可能吗？

8. Why we believe HK and Region needs a new type of school? A proposal from Yamin Ma and Peter Woodhead

9. Xi has announced a China Dream = National Renaissance Xi’s Belt and Road = Global Responsibility and Perspective through economic cooperation and cultural exchange with other countries 2012年习近平总书记把“中国梦”定义为“实现中华民族的伟大复兴。 2013年习近平总书记提出了“一带一路”的经济合作概念。 2017年十九大上习近平总书记描绘了中国发展的新蓝图

10. The China Dream – The Big Bay District 中国梦的例子 – 粤港澳大湾区 In the next 10 years HK will change more rapidly than in the last 10 years The Big Bay District will dominate young people’s aspirations and expectations Xi Jinping has declared stronger controls over HK and Macao This means private schools need to re-calibrate their mission and values in order to align with the prevailing norms Expect major shifts in social and economic landscapes Schools need to prepare students for the new ecology of the Big Bay District

11. Very soon China will become a dominant world leader who will reshape economic, social and cultural thinking and perspectives particularly in this Region 移动支付时代 共享经济时代 中国很快会就会成为世界头号经济强国，在世界各项事务上有话语权 高铁时代

12. What kind of responsibilities willyoung people need to have? What are the implications for Schools In region? In the future China will need people who can fulfil the responsibility of realising the national revival and promoting international economic cooperation 中国未来的人才担负着实现中华民族伟大复兴以及促进国际间经济合作的双重责任。今后的教育方向就是为了培养这样的人才。

13. The China Dream: Is the West Convinced? 西方人怎么看中国梦？ 西方人有不同的观点

14. The China Dream is it a New Idea? Who said this about China? “China is a sleeping giant. Let her sleep, for when she wakes she will move the world.” 测试： 这句话是谁说的？ Your 3 Clues

15. Joseph Needham – The Man Who Loved China 1990 -1995 Chongqing 1942 - 1945

16. What did Needham discover about Chinese Science and Society? Air conditioning fan – AD 180 Blast Furnace – 3rd Century BC Printed Books – AD 868 Toilet paper – AD 589 Parachute – 8th Century AD 2 Stage Rocket – AD 1360 Water Wheel Geared – 3rd Century AD Smallpox vaccination – 10th Century AD Circulation of the Blood – 2nd Century BC Creativity, Innovation Inventions

17. Joseph Needham – The Man who Loved China The Needham Question: At the start of the nineteenth century China was the leading civilization on Earth and seemed set to remain as such. China had the largest population, an advanced system of administration, the largest trade and the greatest wealth. Angus Maddison has estimated that China in 1820 represented one third of the whole world economy. China had used her great inventions of paper, printing, the compass and gunpowder to great effect. No nation could seriously rival China’s armed services or navy. And yet, somehow Europe quickly caught up and overtook China in only a hundred years. The question as to why China did not remain pre-eminent is called the ‘Needham question’. My Questions: How did Needham’s work influence Western perceptions of China? Is the West convinced by the China Dream?

18. What is an International School? What defines an International School? Expectations Values Philosophy Expectations Values Philosophy

19. What Idea connects these images?

20. Local Schools • Pros： • academic rigour and strong goal direction • Cons: • too exam driven • Limited opportunity for critical thinking skills and creativity • limited global perspective • Struggle to access University education • Students not well informed about International issues? • 中国传统学校： • 优点： • 教学严谨、目标明确、学生努力、刻苦 • 缺点： • 以考试为中心 • 学生缺乏批判性思的考能力和创新精神 • 学生缺乏国际视野和情怀 • 学生缺乏远大的理想

21. 国际学校 • 优点： • 英语能力强 • 学生能够入读外国名校 • 缺点: • 只有持外国护照的学生可以入读 • 学生汉语能力较弱 • 学生对中国文化和传统价值观认识不足 • 由于耳渲目染，学生有崇洋的心态 • 成为“第三文化”的“香蕉人” • 回国发展没有优势 • International Schools • Pros: • Students’ English is strong • Students are able to enter top universities abroad • Locals PR can access in HK but not mainland • Cons： • Restricted to foreign passport holders • Students can be disconnected from Chinese culture, values and language • Project a colonial perspective of education - West strong/ East weak • Students labelled as 3rd Culture • Perceived as a “Banana” • No advantages to work in China 第三文化孩童： 处处是家，无处为家

22. Key Question How well do International Schools in China prepare their students to be part of the China Dream? Is it appropriate for schools to continue to create 3rd Culture Kids? Do International Schools value Chinese teaching methodology? Are the prevailing values in International Schools aligned with the needs of students who see China as their home and the world as their stage? The China Dream: What are the implications for International Schools?

23. Can Two Educational Cultures exist in One School? What is the difference between Western and Chinese Educational Philosophy and Professional Practice? Two very different Views? Han Yu (768 – 824): ‘A teacher is one who propagates the doctrine, imparts professional knowledge and resolves doubts’（师者，所以传道授业解惑也）。 ..It is not the presence or absence of teaching skill but knowing when to intervene… (Madeleine Hunter. Essential Elements of Instruction 1994)

24. The Paradox of the Chinese Learner Watkins and Biggs, in their seminal books on the Chinese learner (1996) and the Chinese teacher (2001), illustrated the complexity of cross-cultural observation. They described the ‘paradox’ of the Chinese learner: despite being educated in large classes, within a rigid curriculum with a predominance of norm-referenced assessment, Chinese learners often outperform Western students.

25. Confucian approaches to learning Memorization and understanding. Chinese learners use memorization as a strategy to explore meaning and not just as a reproductive process. Effort versus innate ability. In Chinese culture effort is paramount - students have a reason to strive. General patterns of socialization. Respect for elders, groups norms and the need to invest time in learning are part of Chinese culture so repetitive school tasks are not seen as boring. A social, rather than individual, view of achievement motivation. The centrality of family in Chinese culture provides a social framework which encourages all children to succeed and give face to the family.

26. Confucian approaches to learning A Chinese student at an Australian University A Culture Clash? LengHui (2005) in a paper about the Cultural Schema of Education in China describes the case of a distressed Chinese undergraduate who is quoted as saying: “My [Australian] lecturer doesn’t care if I pass or fail,” she said. “I came from China at my own expense because I want to learn. But he treats me as a nuisance when I try to ask questions in class. He avoids me. I try to catch him after the class and he is always in a hurry… and he won’t help me!” [An account by a tearful Chinese student (Malcolm, 1995, ii)]

27. Confucian approaches to learning Cortazzi and Jin (1996a) studied the qualities Chinese university students looked for in their teachers. Subject knowledge was valued most highly followed by the personal qualities of their teachers (humor, patient, friendly etc). Pedagogy came low down the list of eleven qualities. A similar pattern was found when they asked students to rate the qualities they valued in themselves. Hard working came top with independent study and asking questions ranked low.

28. Confucian approaches to learning • Starr (2012) uses this case to illustrate the principles of learning in a Confucian classroom: • education is a serious matter; • all can achieve progress through hard work; • everyone can succeed if they apply themselves well; • no reference is made to bench marking assessments or IQ levels; • failure to learn is seen as a lack of application; • there is no differentiation or acknowledgement of different learning styles, and • if students have different learning needs then this is measured by the amount of additional support they receive from their teacher.

29. Confucian approaches to learning Stevenson and Stigler (1992) observe: ‘ A common Western stereotype is that the Asian teacher is an authoritarian purveyor of information, one who expects students to listen and memorize correct answers and procedures rather than to construct knowledge themselves. This does not describe the dozens of elementary teachers that we have observed’ . Western educators rightly place emphasis on individuality and differentiation but this creates work for teachers, whereas the Chinese model places the responsibility on students and their parents. Chinese teachers work hard at being experts in their subject and expect the same of their students. A deeper examination of the Chinese learner has also shown that building a solid foundation through practice, repetition, memorization does not lead to low level rote learning. Done well, this leads to much deeper learning.

30. Can Confucian and Western work together? Teacher Centred Knowledge and Wisdom Student Centred Inquiry and Critical Thinking AND

31. My Experience from working in Local and International schools in Hong Kong School Relationships Classroom Routines Reporting and Assessment Use of Rank Order Special Needs The qualities that define good teaching and learning are INTERNATIONAL – the differences are subtle and about HOW it is done

32. International Mindedness Concentration The Class as a Collective The New Chinese Learner Relationships Ways of Learning Rigour Deep Learning Authoritarian Rote Learning Caring Confucian Heritage Risk Avoidance Moral Guidance

33. Conclusions Western and Chinese Educational philosophies are two sides of the same coin We all need to ‘Reverse the Flow’ Chinese teachers need to be confident about their educational heritage and professional identity In this way we will be better able to prepare students for the China Dream To be internationally minded means to also know and understand values and beliefs of different educational cultures