Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students

Over the last decade, learning styles of Confucian-Heritage-Culture (CHC) have been widely discussed as typically passive – learners showed unwillingness to ask questions and often hesitant to speak up. It has been suggested that the collectivist nature of Confucian values such as keeping social har...

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Main Authors: Yam, Angeline Min-Yee, Tan, Ai-Girl, Lim, Shirley
Other Authors: School of Art, Design and Media
Format: Conference or Workshop Item
Language:English
Published: 2024
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Online Access:https://hdl.handle.net/10356/173658
https://www.designedasia.com/2015/
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-1736582024-02-24T16:53:10Z Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students Yam, Angeline Min-Yee Tan, Ai-Girl Lim, Shirley School of Art, Design and Media National Institute of Education 11th DesignEd Asia Conference 2015 Other Confucian-heritage-culture Social constructivism Design pedagogy Asian pedagogy Over the last decade, learning styles of Confucian-Heritage-Culture (CHC) have been widely discussed as typically passive – learners showed unwillingness to ask questions and often hesitant to speak up. It has been suggested that the collectivist nature of Confucian values such as keeping social harmony, avoidance of conflicts and having great respect for the teacher have resulted in a passive learning environment for CHC learners with high reliance on the teacher figure. Classroom activities that require active verbal interaction often results in awkward silences. This becomes a problematic issue within a design classroom setting where critique session is a common form of pedagogy used to provide opportunities for students to inquire and reflect about their design work by interacting with a community of shared interest and learning. Our paper attempts to adopt a practical inquiry into how theories of social constructivism in particularly learning via social interaction and Confucian influences can be fused and adapted for CHC visual communication students. Ministry of Education (MOE) Published version 2024-02-21T05:18:07Z 2024-02-21T05:18:07Z 2015 Conference Paper Yam, A. M., Tan, A. & Lim, S. (2015). Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students. 11th DesignEd Asia Conference 2015, 55-65. https://hdl.handle.net/10356/173658 https://www.designedasia.com/2015/ 55 65 en © 2015 DesignEd Asia Conference. All rights reserved. This article may be downloaded for personal use only. Any other use requires prior permission of the copyright holder. The Version of Record is available online at https://www.designedasia.com/2015/proceedings.php. application/pdf
institution Nanyang Technological University
building NTU Library
continent Asia
country Singapore
Singapore
content_provider NTU Library
collection DR-NTU
language English
topic Other
Confucian-heritage-culture
Social constructivism
Design pedagogy
Asian pedagogy
spellingShingle Other
Confucian-heritage-culture
Social constructivism
Design pedagogy
Asian pedagogy
Yam, Angeline Min-Yee
Tan, Ai-Girl
Lim, Shirley
Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students
description Over the last decade, learning styles of Confucian-Heritage-Culture (CHC) have been widely discussed as typically passive – learners showed unwillingness to ask questions and often hesitant to speak up. It has been suggested that the collectivist nature of Confucian values such as keeping social harmony, avoidance of conflicts and having great respect for the teacher have resulted in a passive learning environment for CHC learners with high reliance on the teacher figure. Classroom activities that require active verbal interaction often results in awkward silences. This becomes a problematic issue within a design classroom setting where critique session is a common form of pedagogy used to provide opportunities for students to inquire and reflect about their design work by interacting with a community of shared interest and learning. Our paper attempts to adopt a practical inquiry into how theories of social constructivism in particularly learning via social interaction and Confucian influences can be fused and adapted for CHC visual communication students.
author2 School of Art, Design and Media
author_facet School of Art, Design and Media
Yam, Angeline Min-Yee
Tan, Ai-Girl
Lim, Shirley
format Conference or Workshop Item
author Yam, Angeline Min-Yee
Tan, Ai-Girl
Lim, Shirley
author_sort Yam, Angeline Min-Yee
title Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students
title_short Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students
title_full Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students
title_fullStr Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students
title_full_unstemmed Culturally appropriate pedagogical development for classrooms with Confucian heritage values: a perspective with visual communication students
title_sort culturally appropriate pedagogical development for classrooms with confucian heritage values: a perspective with visual communication students
publishDate 2024
url https://hdl.handle.net/10356/173658
https://www.designedasia.com/2015/
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