Reflection of Asian Value in the context of

Niu Jinfang Ph.D. Major in Development Studies march 28, 2009 Education and culture both may have different meaning. Speaking with relation to value and culture, education as an instrument and entire process of development of value strength, in which the age of juvenile receive the traditional value and transform and renew those value to a innovated value to sustain and develop our value in different space and time, and the value is certainly the context of culture in a country. We know that education is a main motive of spread of culture, while culture provides the circumstance to education; meanwhile it becomes main educational context. Thus, education as “the core of value system, and value is a endless and unfailing energy in education.” In the process of development and satisfaction of human beings, the good strategy is developing education and culture at the same time, and also both are the final purpose of development. Researching the relation between education and culture, only should go through the discussion with development the topic, however development is a multi-layers, globally, and multi-factors synergy and continuous process, human are the basic foundation, motives, and ultimate goals in this process of development. This paper focus on Asian value in Chinese school setting of context under the construction of development of China, first of all, illustrate Asian value’s effects positively and negatively to educational and economic development by using facts, I think that we should not only inherit and preserve the traditional value but also renew and develop cultural traditions. Secondly, from the trend of globalization in all areas, briefly discuss how to integrate Asian value and West value through education in order to foster the common value globally. Finally, emphasize that human centered development mode should be the ultimate goal in the education and culture in 21 century. Due to Asian value’s variety, this paper mainly discusses Confucianism education and culture. Although Confucianism tradition is being of long standing and expanded globally, nonetheless, it is only one part of Asian value, particular China now is participating in international affairs, we already realize that integration of historical tradition, modern education, and socioeconomic development is a quit complex process, for instance, how to interpret human rights as a value from Asian value and West value. Therefore, there will be West components in Chinese educational system existing, but I will address particularly Asian value in Chinese school context generally. Asian value profits educational and economic development The following illustration is to generate the characters of Asian value which can benefit and promote educational and economic development. Importance of education value in Chinese history: Professor Fr. Aligan, O. P [1]taught that Academic background oriented society, such Asian values especially Confucian values and principles have promoted or built an academic background society where people are trained as bureaucrats. It is well known that Confucianism emphasizes education especially in school. In Confucius’s opinion, human beings can be changed to reach the level of goodness and perfection through intervention especially education. For instance, introspection, cultivation, and imitation can lead people to right way. I thought through education, we can effectively change the society to be better in humanity and doing common good for all. He even saw importance of education is the same with supply of food and national security administration. Zhou gave us a good example: One of his disciples asked him: “How to do, if the population is growth?” Confucius answered: “Making them to be rich”, the disciple asked again: “How to do, after they become rich?” Confucius answered again: “Educating them”. It is so clear that how education is important in the heart of Confucius.[2] In many centuries, education is a main foundation in all Asia of political, economic, and cultural lives. Especially the women who are worked in field, how they expect their children can get rid of poverty through education and then enter into high social classes. There is a famous proverb in China “Hoping son to become a dragon, daughter to become a phoenix” China launched the slogan in 1980s: “Education is the foundation of Modernization”, “ One hundred year planning, education as a basis”. In 1990s launched another slogan: “rely on science and education to rejuvenate the nation”. We can say Chinese culture is a obvious example of importance of education in Asia. High Expectation on Children and Students: there was a story in China: “Mother of Mencius, three time resettlement”, the mother of Great Philosopher Mencius’s mother re-settled three times in order to let Mencius can get high education through good teachers, good neighborhoods, and good classmates. If parents, schools, and students can require strictly high standards on students, they will get high results, because almost students have the same level of IQ. There is research shows:[3] “Children from Chinese, Indian and mixed-race backgrounds have achieved the best exam results in Scottish schools for the third year running. Statistics published by the Scottish government show that Chinese students got the best grades among those who sat fourth-year exams last year.” It indicates there is significance between students and parental expectation. Community over Individuals: In the culture of Asia, communism has been overpowering individualism; Confucianism think human being is a social being, as a member of society, family, and community, learning the relation with other as a mean to become a mutual and responsible person. In many centuries, Chinese scholar launched the virtue: “being concerned about the country and the people before anything else” as the direction of virtue. Fr. Aligan also taught: “Economic development will be achieved more efficiently if the leaders are authorized to restrict individual’s political and civil rights for the sake of political stability.”[4] That is to say community over individual has positive in community building. Japanese also emphasize: “community spirituality”, these perspective can contribute the economic development and social harmony. That is why the Asian do not want have competition each other, while Asian show their community competencies in the international areas. Emphasizing spiritual development not material development: here the spirituality includes culture, morality, and ethics. Due to Confucianism and Taoism are oriented in Ethics and human centred, so ethics is prior to other aspects. In Confucian Analects Chapter 11 says: the Master said, “The superior man thinks of virtue; the small man thinks of comfort. The superior man thinks of the sanctions of the law; the small man thinks of favours which he may receive.” [5] either Confucianism or Taoism is humanity philosophy, they observe human beings through the perspective of social and political ethics, with thinking human value is reached by his relational development with society and state, for instance, family, community, and state. Those who are Asian have the common sense is that education cannot separate with value concern. People’s future vision is based on the perspective of moral order. Until today, Asian is going to enter into endeavour of modernization, China particularly intensively develop “intellectual and ideological development and material progress” this as double standard in national development, and education plays a very important role in building these two developments. From Kuala Lumpur declaration, 26th-28th October 1993, [6] it is clear that show contemporary Asian re-emphasize the sign of importance of Ethic value. Emphasizing national exam to properly use human recourses: in Chinese history, even the ancient Chinese Emperors who selected his officials through Imperial Examination System, but not depend on hereditary authority or property. The ultimate purpose of exam in Confucianism education is “self-cultivation, regulating family, running state, and peace in the world.” In fact, China concern more on the education of those who are in the political affairs, not focus on the individual educational development. This kind of examination system as a instrument to select officials, ever stimulated many people studying hard in order to achieve success in education and career. But over-emphasizing examination can depress the talent and creative strength of many juveniles, resulting in examination is not for education, it may is very negative consequences of national examination system. Emphasizing legislative authority: Confucius thinks that education is an effective instrument towards manage state affairs. Through education, ruler can learn how to love his people, and people can learn how to be a loyalty; ruler’s love and people’s obedience promote social stability. There is paternity in the family, authority of teachers in school, and both authorities cause Asian student to be ordered people in the school. These effects on the areas of politics and economies, national superpower is propitious to cooperate between political strength and business circles, at the same time it is better to government to implement her policies. Particular government created a policy that prioritizes independent private enterprises to develop them, it also re-respect government authority to profit national economic development. Some scholars think that authorized modern government is a main factor to promote economic development of East Asia. Culture’s negative effects on educational and economic development: Necessarily of cultural innovation In the progress of social development, culture, education, and economics are always joining together, different context of culture have different influences on social and political lives. Therefore, many people question: In as much Asian culture benefits on economic development, why is Asian economy just being on economic development in recent years? Some scholars count Confucianism as a conservative and snagged factor in development. Although this criticizing is extreme, but may as well say, besides social and political factors, the traditional culture is a factor to impede economic development of many Asian countries. Here I cite some issues which seem negative influences: Despise individuals: it extremely emphasizes community and social interests, individuals looked as an instrument for community life, meanwhile, it generates very big gap and difference between human rights and human duties. Despise the relation between human beings and cosmology: it results in experimental science, engineering, and applied technology are behind the Western countries. Over-emphasize the function of examination: it inhibits many students who are in talent of many academic areas. Despise utility and commerce: Confucianism idealist in educational school over address Four Books and Five Classics and other classic works, and despise the application of sciences and technology. Separate hand with mind and academy with experiences. Experimental skills and commerce is put behind the people of all works. Gender Discrimination: in Confucian Analects Chapter 25 says: “Of all people, girls and servants are the most difficult to behave to,” [7] centuries-long history, women were only ancillas in the family have no power and rights. Women cannot receive high education, of course cannot engage in economic and social development so that women played very limited role in society. This is main reason why the high drop rate of girls of school in Asia, women is not high educated as usual until last 20 years, and results in high rate of infant mortality, the rapid population in rural areas, childhood dystrophy, and lower health care, these cause the social stagnation. The value of humanity is still challenged up to now, the negative elements of traditional culture are still harming the social transformation, considering these, we should innovate our traditional culture and values, whereas education is the only one which can trigger and advance positive cultural value in this century. Through Education, China imparts the common value in school China is trying to preserve her good tradition, at the same time, constantly realizes the dependence and connection among the nations globally and regionally, under the trend of globalization, China is trying to initiate positive traditional values integrated with universal values. Respect and carry forward the fine tradition of our national culture and Patriotism. Traditional value is the root of Morden society, we are living more and more in globalization, so we need to preserve our cultural characteristics. Patriotism is a basic value which is not only limited in nationalist, but the real internationalist to supplement each other. Social accountability: It is the Asian traditional value communism which is applied in the condition of contemporary world, this accountability should show that how to love people, and have duties to contribute on national economy, society, technology, education, culture, and other aspects. Equality and freedom: These two perspectives may as the ultimate goal in human society. Duty on environmental protection and sustainable development:“Sustainable development is a process in which communities anticipate and accommodate the needs of current and future generations in ways that reproduce and balance local social, economic, and ecological systems, and link local actions to global concerns”[8] China now is concerning its natural recourses, so she encourages her people to work for the future generation according to the sustainable strategy on economic, social, and environmental issues. Human rights: for Chinese, we may have different definition of human rights, which firstly refer to subsistence right and development rights, often times Westerner censure China abuse human rights based on Western value of human rights and culture. Here I can say the Chinese people are the world's most meek people, in their world, the kingship bearing interest several Millenniums, worshiping kingship can be said to be deeply rooted in the people, who just want to live safely, and never come up with what excess what they should have. Do not concern too much a matter of policy and a ruling party, first of all, the people think of “compliance” and “implementation”, never propose the dissidence before the implementation of any policy, only found that they say some objection when they face the problem of implementation, there is only one need is to having a safe life, they do not want to toss to others. But recent year, China also works for the universal rights, i.e. gender equality, women empowerment, democracy, and other issues. Sympathy spirituality: This is the fundamental education; it is not only in family itself, but further to others, community, society, marginalized people, and whole human beings. Collaboration spirituality: 在日常生活的方方面面都充满了竞争的时候，合作显得尤为重要。All aspects of daily life is full of competition, so cooperation is particularly important. 如同雅克?德洛尔所说，“世界就是我们的村庄。… … 团结应该是当今世界的主调：每个人都必须承担自己的那一份职责”。As Jacques Delors said, "the world is our village. ... ... [9]United should be the main theme of today's world: everyone must bear their own responsibilities. 热爱劳动 。 Hard working: “劳动创造世界”，这是永远的至理。"Labor to create the world," This is the rationale forever. 年轻一代应自小养成劳动的习惯和对劳动的积极态度。 The young people should develop work habits at a young age and the positive attitude of labor. 企业精神 。Entrepreneurial spirituality. 这种价值观念不只为提高生产率和经济竞争所需要，而且在生活的各种情境中都不可缺少。Such value is not only to improve productivity and economic competitiveness, but also it is essential in life situations. 创造精神 。Creative spirituality. 无论是技术革新，还是社会进步、经济开发和其他各种人类活动，都将永远需要这种精神。Either technological innovation, or social progress and economic development, will be required this spirit forever. 对变革的开放心态 。Openness to change. 世界一切在变，时时在变，唯有变化恒在。 The world is changing, and constantly changing, we 这种开放心态不只使人接受积极的变化，而且使人成为变革的力量。not only should be opening minded to accept positive change, and enabling people to become agents of change. 值得指出的是，21世纪所需要的这些共同的文化价值观念，大部分都早已深深地蕴藏在人类文明的悠久文化传统之中。 It is worth noting that required common cultural values of 21 century, most of them have long been deeply embedded in the human civilization and a long cultural tradition. 它们包涵了真、善、美、正义、平等、自由的道德理想，而这些价值观念都早已由人类的思想先驱作了深刻的阐述，也都已完好地保存在人类的思想宝库之中。 They includes the truth, goodness and beauty, justice, equality, and freedom, and these values have long been interpreted in a profound exposition by pioneer, and also have been well preserved in the treasure house of human thought. 比如，“关心的精神”，可见诸于儒家的“仁”；环境保护的意识可见诸于道家对技术进步对自然资源的破坏性后果的忧虑及其“回归自然”的主张之中。 For instance, "carefulness" can be evidenced in the Confucian "Benevolence"; environmental awareness can be evidenced by Taoism "return to nature," the idea of being, the consequences of progress of technology is devastating natural environment. 在亚洲，源于人与人之间互爱的利他主义，数百年来一直被尊为最高的人类价值。 In Asia, the altruism of mutual love, for hundreds of years it has been the title of the highest human values. 21世纪的人类也许会发现，孔子学说的智慧还将像数千年以前一样富有教益。In the 21st century, mankind will discover that the wisdom of Confucius doctrine will be the same as for thousands of years ago the richest lessons. 因此，为未来年代培养共同的价值文化的方法之一，就是用伟大的经典著作教育年轻一代，并继承人类的优秀传统。 Therefore, in order to cultivate the next decade the value of the common culture, one way is to use great classics educate the younger generation, and inherit the excellent traditions of humanity. 另一种方法则是通过教育促进东西方文化之间的跨文化学习。 Another way is through education to promote culture between East and West cross-cultural study. 从文化上来说，东西方是可以相容、互补的，而非完全相反、相抵的。 From a cultural point of view, the East and West are compatible and complementary, rather than completely opposite, offset of. 儒家的量才取仕而非靠世袭特权的思想，与古希腊的“由优者治”的思想十分相似。 Confucian exam system is rather than relying on the idea of hereditary privilege, it is very similar to the idea of ancient Greece, “the gifted person rule”. 从历史上看，亚洲向西方的文化学习，经历了从物质层面（现代技术）走向制度层面（比如法律）和文化价值层面（比如科学精神）的过程，而西方在经历了伴随工业文明而来的社会弊病之后，也越来越转向东方寻求构建精神文明的智慧。 Historically, Asia has been learning Western cultural, experiencing from the material aspects (modern technology) to the system level (such as laws) and cultural value dimensions (such as the scientific spirit), whereas the West has experienced social ills accompanied by industrial civilization, but also more and more towards the East to seek the wisdom of building a spiritual civilization. 正是教育构筑了东西方文化交流的桥梁。 Education is to build a cultural bridge between East and West. 如果东西方能够相互学习、彼此受益，融合对方的文化长处（比如，把个人的首创精神与集体团队精神结合起来，把竞争与合作统一起来，把技术创造能力与道德素质融合起来），那么，就能逐步形成共同的价值观念和一种有全球属性的伦理文化，而这将是一种重要的文化革新，也将是教育对人类的一种重要贡献。 If the East and the West can learn from each other, mutual benefit, integration of the strengths of each other's culture (for example, combining the creative spirit of individuals and the collective team spirit, unifying the competition and cooperation, merging together the ability of creative technology and the moral qualities), then there will be able to gradually form the common values and a global property of the ethical culture, and this will be an important cultural innovation and education that contributes to humanity. 以人民为中心的发展：教育与文化的最终目标People-centered development: Ultimate goal of education 发展以“人类潜力的充分展现”为实质内涵，发展是教育和文化的最终目标。 Development as “the full human potential actualization” which is substantial educational and cultural development, 今天，亚洲地区强调教育是“发展的一种关键力量”，强调文化是发展的重要手段和有机组成部分。today, the emphasis of education in China is “development as a key force”, stressed the development of culture is an important means and organic components. 像在其他地区一样，亚洲越来越把“发展”看成是一个包涵经济、政治、社会、环境以及文化等不同层面的、复杂而活跃的动态过程。Development covered economic, political, social, environment and culture dimensions at different levels, complex and active dynamic process. 作为人类得以生存和发展、从事上层建筑领域各种活动的物质基础，经济发展对教育和文化有至关紧要的作用。Human beings aim to survive, develop, and engage in various activities of superstructure immaterial acts, economic and social development, but only education and culture have a crucial role for them. 特别是对发展中国家来说，国民经济现代化对教育和文化发展的重要性，再强调也不会过份。Especially in developing China, the modernization of the national economy promotes educational and cultural development, in亚太一个地区就有8.3亿人还生活在贫困之中，在这种情况下，经济增长就天经地义地成为消除贫困的各种努力中的基本内容，也成为教育和文化发展的一个前提条件。 Asia-Pacific region, there are 830 million people live in poverty, in this case, the economic growth as a means for poverty eradication efforts, and the basic content of education and culture has also become a prerequisite for development. 没有强大的民族工业、农业、科学技术和国防，教育事业就没有必需的资源和保障，甚至政治的独立也将受到阻碍。 Without a strong national industry, agriculture, science and technology and national defense, education will lack necessary resources and security, and even political independence will be hindered. 没有以技术和基础设施发展为内容的物质文明，精神文明就会缺失强大有力的根基。 但是，如果物质文明的进步不与精神文明的建设并行，人类社会就将产生种种弊病。However, if the progress of material civilization and spiritual civilization construction is not parallel, there will have all sorts of social problems.[10] 如果现代化的努力不以人和文化的发展作为其目标和核心，那么，经济发展和技术进步就会失去真谛。 If the modernization against educational and cultural development as part of its objectives and core, then economic development and technological progress will lose the true meaning. In the 21st century, the economy will be increasingly in technology-intensive industries, human society will be increasingly knowledge-intensive, and therefore, education and training is to develop human resources.在21世纪，经济产业将会日益技术密集化，人类社会将会日益知识密集化，因此，通过教育和培训开发人力资源将会起越来越举足轻重的作用。只有借教育之力，才能同时支撑以物质文明作根基、以精神文明作筋骨的社会大厦。 Only based on the power of education, society will simultaneously support human-centered development. 在东方的中国，从古代孔子等先哲到当代毛泽东、邓小平等思想家，人们珍视和追求“世界大同”的理想已有数千年的历史。 There are many Chinese ancient and contemporary philosophers cherish and pursuit of “great world” ideal in thousands of years of history. 在西方，从希腊的柏拉图到法国启蒙主义、英国人文主义、欧洲文艺复兴、美国《独立宣言》 ，人们为平等、正义、自由、人类尊严的理想也奋斗了许多世纪。 In the West, from Greek Plato to the French Enlightenment, Humanism in England, the European Renaissance, the American "Declaration of Independence", all work and struggle for equality, justice, freedom, human dignity in many centuries. Mankind has never stopped to coordinate of economic, educational, and cultural dimensions of development efforts. We use dialectic approach to understand the relationship between our traditional Asian and contemporary trend of globalization on education and culture, it also embodies the United Nations Development Program initiated by “the development of the people as the center, the development for the people, and the development by the people”. An outstanding cultural traditions and the growing economic prosperity in Asia, will, through its unprecedented scale of the development of education, enrich the quality and excellent human resources in order to sustain world peace and sustainable human development in the 21st century. [1] Fr. Rodel Aligan, O. p, UST professor of Philosophy of Value, 2008-2009 school year, 2nd semester [2] Zhou Nanzhao, Asian perspective, Accessed March 23, 2009 http://www.un.org/chinese/esa/education/lifelonglearning/conclusion_11.html [3] Chinese and Asian pupils perform better in exams, Lorraine Davidson, March 10, 2009, http://www.timesonline.co.uk/tol/news/uk/scotland/article5884221.ece [4] Ibid, Asian Value [5]James Legge, D.D., LL.D., The Four Books: The Great Learning, the Doctrine of the Mean, Confucian Analects, and The works of Mencius, with English translation and notes, Culture Book Co., Taipei, 1981, p. 164 [6] Conference: Asian Forum of Parliamentarians on Population Development (4th: 1993: Kuala Lumpur)http://www.popline.org/docs/1468/164950.html [7]James Legge, D.D., LL.D., The Four Books: The Great Learning, the Doctrine of the Mean, Confucian Analects, and The works of Mencius, with English translation and notes, Culture Book Co., Taipei, 1981, p.393. [8] Philip R. Berke, Does Sustainable Development Offer a New Direction for Planning? Challenges for the Twenty-First Century, Journal of Planning Literature 2002; 17; 21, p.33. [9]Lourdes R. Quisumbing, President, Asia-Pacific Network for International Education and Values Education Former Secretary of Education, Philippines, VALUES EDUCATION for HUMAN SOLIDARITY. [10] Zhou Nanzhao, Asian perspective, Accessed March 23, 2009 http://www.un.org/chinese/esa/education/lifelonglearning/conclusion_11.html