This morning I listened to a radio report on the different ways American and Asian children are taught. The study followed classroom instruction and parental messages to elementary age kids and found a glaring difference: American teachers/parents strive to keep learning positive, eliminating struggle wherever possible. Asian teachers/parents not only let children struggle, they promote it, designing lessons to make it happen.
An American mother might say, “Jamie, you got a good grade because you’re a smart boy.” An Asian mom might say, “Kim, you won the prize because you kept trying.”
The study included classroom and home observations during which researchers recorded what teachers/parents said to their children, along with their responses. One examiner in an Asian classroom of 8 year olds said he was surprised when the teacher chose a failing student to do his work at the chalkboard up front.
The student grappled with his problem for over an hour, during which time the teacher occasionally asked the class, “Does he have it right yet, class?”
The answer was always no, and the researcher couldn’t believe the young student continued without breaking into tears. When he finally did get it right, the teacher said, “Look, class, he got it. Didn’t he do a great job working for the answer?” Rather than praising the boy’s ability, she praised his perseverance.
Most Asian teachers and parents structure their educating to include tasks they know are beyond the reach of students, just to exercise their mental stick-to-it-tiveness. For example, the study asked children to see if they could find the answer to a math problem intentionally designed to have no solution. On average, American school kids gave up in one minute or less, deeming it impossible. Asian children worked up to an hour before giving up.
But what does God have to say about all this? Is one method right and one wrong?
Scripture definitely touts the value of struggle. We see it in Bible characters and also today, in both visible battles (physical) and invisible ones (mental). Perseverance is a character quality God esteems, and satisfaction comes after we’ve sorted through complicated problems. But what about the dilemmas beyond our reach, those with no solutions? Does God want us to struggle indefinitely with those?
No. At that point he hopes we’ll turn from our own efforts, admit we’re at the end, and request his help. Then we get to watch him do the impossible. As we concede weakness, he imparts strength.
But what about the study on learning? Does one group win and the other lose? Not necessarily. Though Asian children are being taught the value of struggle, educators share a growing concern for their lack of imagination, citing American youngsters as examples of creative strength.
Thankfully the Lord provides unlimited opportunities for all of us to struggle in all categories. The trick is in appreciating it.
The Lord said, “My power is made perfect in [your] weakness.” (2 Corinthians 12:9)
Thank you for this post Marni – I’m so interested in different educational styles and although I don’t necessarily agree with many of the ways they do things over in Asia, they certainly get great results and the kids are dedicated and hard-working!
We are all so excited about seeing you soon 🙂
I’m not sure what the actual statistics are, but the suicide rate in Japan is extremely high. According to a Japanese woman who lived with us for a year (granted this is not research,) learning in her experience, in Japan, is not for adults. It was an American teacher who gave her the idea of “life long learners” and encouraged her to continue her education, coming to America to learn English. She is a psychiatric nurse, and while she was here she wrote a paper about the shame, in Japan, of having any mental health issues. She was also amazed that we would have discussions with differing opinions (such as global warming or anything else for that matter) since “the government tells us what to believe.” A Japanese man who lived with us told of the nearly non-existent family life that could include the father because fathers usually worked such long days. A Chinese PROFESSOR in a major university in China who lived with us was astonished that there would be DISCUSSIONS in the classrooms here and was very uncomfortable that the teacher would be questioned or challenged. His learning was completely dependent on his text books and lectures from teachers. When I would ask him any sort of question, his answers would be based soley on what his textbook said. When I teasingly asked him if Adam and Eve could have been black, he was taken aback and said no because his textbook had pictures! When I asked him if they were photographs he couldn’t even process the question. In China his internet access was limited (controlled by the government) so I encouraged him to use it here, he was stunned by reports about Tienneman Square (spelling?) but said that he could not dare talk about these things at home. When I showed a video to him and his female colleague about teaching a foreign language (which they had requested since their university had sent them here to learn new methods) they were completely closed minded about the approach, saying that it was dated and would never work for them. I think it was because it was a very interactive, experiential approach . Actually they talked to each other through the whole presentation, so could hardly have known what was actually said about this style, offered by a Harvard professor.He also was confused when students here were irritated with him when he constantly asked them for their receipts so that he could turn them in to his university for reimbursements for HIS expenses.He and his friend wanted me to connect them with one of my friends who has her doctorate in teaching languages (I forget the actual title) and had taught English in Japan and China but then they no longer wanted to continue talking with her when they found out that she had not published anything. And the Chinese female professor was offended that my friend would not write the paper for her that would give her a promotion in China. We have an Arabic student living with us who was asking us as much as possible about Hitler, bcause he had never been allowed to learn about him at home.I know that these are individual circumstances, and that American students (any western style student) could show some of the same behaviors. But what struck me was the attitude that this was the norm. Well, I guess you pushed one of my buttons, Margaret, not the buttonyou were actually looking for, but there it is!!! 🙂 🙂
Anonymous – I’m just curious – how is it you have had so many people from other countries living at your house?
Margaret: heard the same report on NPR. Balance. We don’t have it here, and they don’t have it there. There has to be stress for growth – we know that from our own bodies – they don’t get strong unless we exercise – stress the muscles and the bones. But too much stress without rest and encouragement will break down what we’re trying to accomplish, both in our bodies and our minds. False praise is just as damning as none at all. Thanks for posting this – and seeing the deeper meaning of how the Father allows our struggles, yet encourages us and helps us win the battle by depending on Him.
Hi Donna, We are connected with 2 language schools that place foreign students in homes where they can practice English and learn more about our culture. We have had students stay as long as 4 years, or as short as 2 days. We have hosted them from about 12 different countries ( 5 continents, not Australia or Antarctica!