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Article: Affective education in guangzhou, China: A case study

TitleAffective education in guangzhou, China: A case study
Authors
KeywordsAffective education
China
Virtues
Issue Date2009
PublisherCommon Ground. The Journal's web site is located at http://www.learning-journal.com
Citation
International Journal Of Learning, 2009, v. 16 n. 11, p. 521-532 How to Cite?
AbstractWhile the affective domain is believed globally to be one of the main areas of human experience and development, affective education is interpreted differently in different countries, and its manifestation varies from region to region. It is argued that affective education is culturally contextualized. The present paper reports a qualitative case study attempting to investigate how affective education is conceptualized and implemented in contemporary China. A middle school in Guangzhou, the biggest city in South China, was chosen as the case school. The study was conducted via semi-structured interviews (both individual and group), analysis of textbooks and school documents, and on-site observations. Findings show that perceived aims and contents of affective education were closely related to character formation, traditional Chinese values and political ideology. Affective education was also interpreted as a response to the rapid social changes in modern China. These findings highlight the influences of Chinese cultural values and political ideology on the conceptualization and interpretation of affective education. Our findings suggest that affective education from the Chinese perspective is 'value-oriented' rather than 'affect-oriented' and it serves as the means to promote the well-being of the collective rather than that of the individual. © Common Ground, Kai Yuen Cheng, Eadaoin K. P. Hui.
Persistent Identifierhttp://hdl.handle.net/10722/125521
ISSN
2015 SCImago Journal Rankings: 0.111
References

 

DC FieldValueLanguage
dc.contributor.authorCheng, KYen_HK
dc.contributor.authorHui, EKPen_HK
dc.date.accessioned2010-10-31T11:36:06Z-
dc.date.available2010-10-31T11:36:06Z-
dc.date.issued2009en_HK
dc.identifier.citationInternational Journal Of Learning, 2009, v. 16 n. 11, p. 521-532en_HK
dc.identifier.issn1447-9494en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125521-
dc.description.abstractWhile the affective domain is believed globally to be one of the main areas of human experience and development, affective education is interpreted differently in different countries, and its manifestation varies from region to region. It is argued that affective education is culturally contextualized. The present paper reports a qualitative case study attempting to investigate how affective education is conceptualized and implemented in contemporary China. A middle school in Guangzhou, the biggest city in South China, was chosen as the case school. The study was conducted via semi-structured interviews (both individual and group), analysis of textbooks and school documents, and on-site observations. Findings show that perceived aims and contents of affective education were closely related to character formation, traditional Chinese values and political ideology. Affective education was also interpreted as a response to the rapid social changes in modern China. These findings highlight the influences of Chinese cultural values and political ideology on the conceptualization and interpretation of affective education. Our findings suggest that affective education from the Chinese perspective is 'value-oriented' rather than 'affect-oriented' and it serves as the means to promote the well-being of the collective rather than that of the individual. © Common Ground, Kai Yuen Cheng, Eadaoin K. P. Hui.en_HK
dc.languageengen_HK
dc.publisherCommon Ground. The Journal's web site is located at http://www.learning-journal.comen_HK
dc.relation.ispartofInternational Journal of Learningen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsInternational Journal of Learning. Copyright © Common Ground.-
dc.subjectAffective educationen_HK
dc.subjectChinaen_HK
dc.subjectVirtuesen_HK
dc.titleAffective education in guangzhou, China: A case studyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1447-9494&volume=16&issue=11&spage=521&epage=532&date=2009&atitle=Affective+education+in+Guangzhou,+China:+a+case+studyen_HK
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_HK
dc.identifier.authorityHui, EKP=rp00906en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.scopuseid_2-s2.0-77951107361en_HK
dc.identifier.hkuros175541en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77951107361&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume16en_HK
dc.identifier.issue11en_HK
dc.identifier.spage521en_HK
dc.identifier.epage532en_HK
dc.publisher.placeAustraliaen_HK
dc.identifier.scopusauthoridCheng, KY=35809740600en_HK
dc.identifier.scopusauthoridHui, EKP=34467611100en_HK

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