For the past two weeks, my New Media class has focused on the differences between Chinese and American schools, digital literacy, and Daniel Pink's theory about high-touch, high-impact skills that are "right brained" in nature. Yong Zhao's book, Catching up or Leading the Way, illustrates the many differences between Chinese and American schools, explains the history of education in the two countries, their current policies, and where these systems of education are headed.
At first, the keju covered many subjects, but eventually, its focus was narrowed down to just classic literature. Because such a narrow focus was put on memorizing the classics, and that was the only way to earn one’s way into the upper class, individuals were discouraged from pursuing scientific and technological study. This produces “gaofen dineng students, which literally means high scores but low ability. It is used to refer to students who score well on tests but have few skills that are usable in society,” (Zhou, 2009, p. 81). The gaofen dineng problem in China suggests that “education that is oriented solely to preparing students to achieve high scores on tests can be harmful to both individuals and the nation,”(Zhou, 2009, p. 85). Now, China exports a majority of the world’s manufactured goods. But because the Chinese do not own the companies, the money is going out of the country. In 2008, China’s president, Hu Jintao, called for educational reform to address this issue. Saying that China was far behind developed countries in the areas of science and technology development, he challenged the country to become an “innovative nation,” (Zhou, 2009, p.68). ...what China wants is what America is eager to throw away—an education that respects individual talents, supports divergent thinking, tolerates deviation, and encourages creativity by a system in which the government does not dictate what students learn or how teachers teach; and culture that does not rank or judge the success of a school, a teacher, or a child, based only on test scores in a few subjects determined by the government, (Zhou, 2009, p. vi). Zhou points that out innovation comes from innovative people and innovative people are not produced by school systems that teach to the test and produce cookie-cutter learners, (2009, p.vii). This rigorous “teach to the test” model is what China is struggling to escape (but can’t because of the college entrance exam) and it’s what we seem to me moving toward. It’s also important to note that “…the United States remains strong in science, technology and other economic activities, which suggest that American education has defied the “crisis label” and been able to produce the talent necessary to support the nation’s economy,” (Zhou, 2009, p.72). We must learn from the Chinese education system and step away from excessive high-stakes, high-pressure standardized tests. We must continue to encourage innovation, divergent thinking, creativity, and American entrepreneurial spirit. Daniel Pink's A Whole New Mind: Why Right-Brainers Will Rule the Future presents compelling arguments as to why we should be moving away from a test-based, centralized education system and get in touch with the "six senses" of the right side of the brain. I start to get into Pink's ideas in this Flip Grid and will expand on them more in the future. Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.
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