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It is seventeen years since I first formulated 'The paradox of the
Chinese learner' in a conference in Kathmandu, Nepal. My original
formulation of the paradox was that westerners saw Chinese students
as rote learning massive amounts of information in fierce
exam-dominated classrooms - yet in international comparisons,
students in the Confucian heritage cla- rooms greatly outperformed
western students learning in 'progressive' western classrooms. This
seeming paradox raised all sorts of questions to which many others
have contributed important answers, especially that by Ference
Marton on how Chinese learners construed the roles of memory and
understanding in ways that were foreign to typical western
educators. Much of this work was brought together in The Chinese
Learner (1996), edited by David Watkins and myself. That work
raised more questions still, especially about educational contexts,
beliefs and practices, which were investigated in contributions to
Teaching the Chinese Learner (2001). And now we have Revisiting the
Chinese Learner, which is a very timely collection of excellent
contributions that take into account the many changes that have
taken place since 2001, changes such as: 1. The globalisation of
education especially through educational technology, and enormous
socio-economic changes, especially in China itself. 2. Changes in
educational policy, aims, curriculum and organi- tion, and
decentralisation of educational decision-making in many Confucian
heritage cultures. 3.
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