User:Iudcl/modern chinese education

Rituals, Social Context, and Confucian Education
Many cultures in the world value the passage of tradition through rituals. Geir Sigurðsson argues that li/rituals in Chinese history constituted “a wide range of interhuman or ethical behavior, gestures, and responses informed and partially prescribed by the cultural tradition.”

Ritualizing Chinese Education
In Confucian ritualized educational exchanges between the teacher and students, there is built-in anticipation wherein the teacher expects students to pay close attention to instruction and spontaneously attempt to absorb it without being told, and students expect the content of teaching to carry authority and be valuable without questioning it.

Therefore, learning is not just about the content of knowledge, but many related factors, including one’s belief system and approach to knowledge, among other things. Research shows that for students to study science well, they need to be in possession of a proper attitude toward knowledge, for instance, believing that one’s ability is incremental and can improve over time to tackle challenges in learning, be able to develop self-regulation in order to cope with work, and often, for those at a higher stage of achievement, develop an epistemic belief about science as doable and as a body of knowledge that constantly evolves. In modern Chinese education, rituals play an important role, too.