A Sustainability Lens on the Paradox of Chinese Learners: Four Studies on Chinese Students’ Learning Concepts under Li’s “Virtue–Mind” Framework

Ruixiang Gao, Jiayin Zhang, Yirao Liu, Jielin Zeng, Danying Wu, Xiaoxiao Huang, Xiaoqing Liu, Lei Mo, Zehui Zhan and Huang Zuo
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Ruixiang Gao: Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
Jiayin Zhang: School of Geography, South China Normal University, Guangzhou 510631, China
Yirao Liu: School of Physics and Telecommunication Engineering, South China Normal University, Guangzhou 510006, China
Jielin Zeng: School of Geography, South China Normal University, Guangzhou 510631, China
Danying Wu: College of Teacher Education, South China Normal University, Guangzhou 510631, China
Xiaoxiao Huang: School of Mathematical Sciences, South China Normal University, Guangzhou 510631, China
Xiaoqing Liu: School of Chinese Language and Literature, South China Normal University, Guangzhou 510006, China
Lei Mo: Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou 510631, China
Zehui Zhan: School of Information Technology in Education, South China Normal University, Guangzhou 510631, China
Huang Zuo: Institution for Teachers’ Professional Ethics and Virtues Building (South China Normal University), Ministry of Education, Guangzhou 510631, China

Sustainability, 2022, vol. 14, issue 6, 1-23

Abstract: The paradox of Chinese learners refers to a contrast between poor learning approaches and high achievement in China, which reveals a lack of sustainability in Chinese education. In addressing this paradox, Jin Li stood out by studying culture-based learning concepts and providing a comprehensive theoretical framework of the Eastern virtue model versus the Western mind model. However, this framework has not been thoroughly tested in the age of global cultural exchange, and the best learning model for learners has not been determined. This paper used both qualitative (replicating Li’s word association test) and quantitative methods to retest and enrich Li’s theory in present-day China, using four empirical studies. Studies 1 and 2 revealed the influence of global cultural exchange in narrowing the gap between the two models, with appropriate modifications made to Li’s theory. Studies 3 and 4 demonstrated that both of the two models were conducive to students’ academic achievement and creativity, greatly enriching Li’s theory. The implications of achieving a dynamic balance between the virtue model and the mind model to improve the sustainability of Chinese student development are discussed, which contributes to achieving the United Nations’ Sustainable Development Goals.

Keywords: paradox of Chinese learners; learning concept; virtue model; mind model; Confucian culture (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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