Working as an English teacher in Taiwan this year has given me some insight as to how culture can impact cognitive development and how this in turn affects education. In Taiwan, education is highly valued. In the Chinese culture, Confucius was the respected teacher who promoted that true knowledge comes from long and hard study, and his philosophy has a great impact on the culture.
The best schools in Taiwan are the public schools and they are free. This is often in contrast to the west where students work hard and parents pay a lot of money for students to attend expensive, private schools. Because the best education is public and it is free, there huge pressure on students from their parents to succeed in school. In elementary school students have big exams that determine which middle schools they will attend. I know students that are 12 years old that are up until 2am finishing homework and studying, and then they get up at 5am to be at school by 7. All of a student’s grades, even from elementary school, are considered when one applies to university. Any public holidays are “made up” on Saturdays. This pressure to succeed has given way to numerous “cram school” – schools students attend after school to learn and improve their English, math, science, or whatever subject they choose. When you ask a student what they do for fun, in Taiwan, they will most likely tell you they play computer games or sleep.
This background on the culture can help one to understand how this pressure affects cognitive development. As McDevitt and Ormrod state, “consistent with a belief that learning requires diligence and perseverance, many East Asian parents and teachers encourage frequent use of rehearsal and rote memorization strategies” (McDevitt 254). Elaboration and problem solving strategies are not the focus of education and you can see the implications. Many students have difficulty when it comes to problem solving and “thinking outside of the box.” The epistemological belief that knowledge is given from an authority leaves many wondering what to do if not told by someone else.
It has been interesting learning and observing these differences while living in Taiwan, however it makes me aware of the need that western teachers need to take in teaching Asian immigrants. Many students aren’t used to discussion or investigative learning. When asked to problem solve they may easily become distressed. We need to take this into consideration and ensure that we give them the strategies that they need to move beyond memorization and rote learning. A teacher taking the time to model these strategies would help an Asian student to feel more comfortable in learning this way.
McDevitt, Teresa, and Jeanne Ellis Ormrod. Child Development and Education. Columbus: Merrill, 2007.
