By czhangangel
The first criteria I had when choosing places to study abroad was that the school has to be located in Asia. As Asian-American, I wanted to learn more about the culture and ideals in what my own Chinese-American culture is rooted in. The “East” (Asian) and “Western” (European) world are known to have opposite “thinking”, such as collectivism and individualism, respectively. I wanted to see myself if I could completely adapt to the Asian ideals that stray away from what American or “Western” ideals I grew up with. As a student at The University of Hong Kong, I was able to experience the Chinese/Hong Kong culture and thinking through its school system.
Learning
In China and Hong Kong, memorization became a standard way of learning because it is required to learn a language such as Chinese. Characters had to be memorized on how to write and how to say. Students would also be asked to memorize the extensive history and literature that makes up China. This point was made by my Cantonese teacher, who also proposed that memorization helps to recall information faster.
I, an American student, however, was surprised at the request to memorize. Besides preparing material for tests, I was never blatantly asked to memorize anything. I wondered, “Is this why Asians experience the notorious stress that they have due to academics?” In my experience, memorization adds a lot more stress than knowing and understanding material. Information that would be asked to memorize would always be available with the resources everyone has today, so instead of spending time and energy to memorize, I believe in the reinforced American thinking that learning how to think critically is more important, especially in upper-level education such as university.
Class
University level class do not differ too much in terms of method. Lecture the most efficient way to share knowledge from one teacher to many students. A teacher would stand in front of the classroom explaining a topic with the visual aid of a PowerPoint, while students sit quietly.
I can only speak from my experience as a Faculty of Science student, but when the time comes that the teacher allows questions, nearly nobody asks. I hardly believe everybody always understands the material being taught. When class is over though, a line of students quickly forms at the teacher’s desk for them to ask questions. I understand that students would not want to call attention to themselves by asking a question in front of the whole class because it may show their lack of or misunderstanding. Academics in Asia is much more competitive, where each is compared to another, so is this a way of not showing weakness? This behavior may also maintain the class flow, but why not share the knowledge that the teacher gives upon answering a question?
I think asking a question is almost altruistic for the whole class. If one is confused, others are sure to be. It just takes one person to ask a question for many to be rewarded with an answer. It doesn’t hurt anyone to hear something twice, something for clarification, or supporting knowledge. Besides clarifying concepts, questions can also supplement class discussion and contribute to the class dynamic. The teacher will be respective of the questioning student for their bravery to publicly ask and contribute, and students will be grateful for the answers following the question.
Final
Tests are used as an indicator of one’s understanding and are a staple in any learning system. In Asia, test grades are the main determining factor of the overall grade and student’s success in school. China and Hong Kong has such a large population that the only efficient way to compare individuals is by scores. The history of test taking in China is also extensive, starting from thousands of years ago with the civil servant test, which they still have to this day (although reformed).
This type grading system is at my displeasure. My immediate response to finding out the heavy weight put on tests was, “Are tests the only indicator of how good a student one is? Where is the individualism?” In this kind of grading system and learning environment where eighty percent of grade is weighted on a final test and there is minimal interaction between students and teachers in the classroom, it makes it difficult for students to demonstrate their work ethic and individuality – characteristics that I believe contributes to success in the work field and life. Tests support a uniform way of thinking since there is only answer, which is why I believe it drives collective or non-individualistic thinking.
Answer
So, to answer the question which came first: the teaching system or learning system. It seems hard to differentiate when both individuals teaching and learning have their own preferred methods. One can adapt their learning strategy to the teaching system, and one can learn how to teach from learning others’ teaching. Teaching has a bidirectional relationship with tradition where teaching becomes tradition and tradition reinforces a teaching method. All in all, I believe teaching has a big influence over learners where even I see myself succumb to Asian habits in this school system by making myself memorize material, staying quiet in class, or giving myself pressure over tests, even though I have a different initial learning strategy.