East meets West: an international student’s observations of Confucian values within western teaching contexts

by Yen-En Kuo

Introduction

This blog was inspired by the writer’s observations of Eastern and Western students studying on her post-graduate course, focusing particularly on the experiences of Asian students within the UK higher education (HE) system. The author is an international student from Taiwan pursuing an MSc Management at the University of Bristol. Particularly, she is interested in how cultural differences might affect student participation, after noticing differences in levels of engagement. For example, many of her Asian peers tend not to speak up in class, despite having prepared thoroughly. Also, the resulting silence can sometimes leave tutors unsure of how to engage with them effectively. These challenges can affect learning outcomes, so inspired her to reflect on studying abroad and write this blog.

The writer has identified that the influence of Confucian learning may reduce Asian student’s participation in UK/Western higher education. Therefore, this blog aims to provide supportive recommendations to incoming international students and academic educators by comparing Asian students’ educational culture with that observed on the writer’s postgraduate course at the University of Bristol. This post will first give a brief definition of Confucianism, then move on to an appraisal of the differences between Asian and Western learning environments associated with Confucian philosophy. It will end by making recommendations for students and educators.

Confucian philosophy

Confucian philosophy is profoundly established in various East Asian nations, such as Japan, China, and Taiwan (Wei-ming, 1996). Chan (1955) posited that the traditional Confucian values of harmony, social stability, and respect for elders cultivate an environment of respect and deference towards teachers (Kang and Chang, 2016). However, Confucian hierarchy tends to foster a high power distance, where students naturally respect teachers’ authority and see them as the sole arbiters of truth and correct answers, potentially impeding students’ critical thinking and independent inquiry in a learning environment (Greenholtz, 2003).

Diverse differences

Critical thinking skills under different course designs

In the author’s experience, the educational system in Taiwan predominantly relies upon the lecture mode, which provides students with a more passive experience. Meanwhile, Shi (2024) states this method stands as the fundamental teaching method in China, comprising fewer seminars or small class sizes. This educational system reflects the values of Confucianism, where knowledge is considered a commodity to be transferred from teacher to student, with teachers seen as providers and students as consumers of knowledge (Greenholtz, 2003), amplifying the hierarchical structure. This learning environment may limit critical thinking and independent exploration, as students are expected to passively receive knowledge from the teacher without questioning or engaging in dialogue. Conversely, in Western education, specifically in the United Kingdom, seminars or small group discussions are an important part of the curriculum, which is characterised by a small number of students engaging in in-depth conversations, critical thinking, and problem-solving under the guidance of a facilitator (Chang, 2021). On the MSc Management course, for instance, one module comprises a 3-hour lecture followed by a 4-hour seminar. It is mandatory for each module to incorporate both, with the seminars generally lasting longer than the lectures. Personally, the author has found that the depth of knowledge attained in seminars exceeds that of lectures. To her, this highlights the importance of students being able to fully participate.

The differences between Asian and Western educational systems seem to shape the behaviour and engagement of Asian students in Western universities. Confucian hierarchy can sometimes make Asian students shyer, as the philosophy emphasises obedience and humility (Paulhus, Duncan and Yik, 2002). Consequently, Asian students studying in England might tend to stay comparatively quiet and prioritise the tutor’s instructions during seminars, focusing on fulfilling expectations rather than exploring diverse perspectives or challenging ideas. Moreover, the Confucian value of harmony encourages Asian students to gravitate towards well-structured and transparent learning environments with clear rules and detailed assessment criteria (Kang and Chang, 2016). Drawing from the author’s experiences, during summative assessment Q&A sessions, Asian students often seek detailed guidelines, such as word counts for each section (introduction, main body, conclusion) and the number of references required. However, tutors typically respond diplomatically and indirectly, encouraging students to expand their knowledge through additional reading beyond the specified references. Without approaching assessments more critically, students may fail to assess diverse viewpoints in academic essays and miss opportunities for long-term academic and professional growth (Uribe-Enciso, Uribe-Enciso and Vargas-Daza, 2017).

Silence and shyness

Shyness and hesitancy to speak up in class or challenge ideas are often observed as a common trait among Asian international students and can be a result of Confucian socio-educational values (Lee, 2009). Asian students may be afraid of providing opinions and asking questions during the lecture or seminar due to the fear of losing face. This contrasts with Western students who might be more likely to participate actively in class discussions, expressing critical views and disagree with their peers and lecturers (Nakane, 2006). However, there are benefits of classroom silence. Min (2016) argues that students’ silence in the classroom provides time for students to think and reflect on what they have learned. The author has found this thinking time has helped her to share ideas in seminars. Thinking time can also be valuable for students’ cognitive processing and better understanding of the material. Additionally, silence can create a more relaxed learning atmosphere, which can be conducive to deeper engagement and concentration. These different educational settings between East and West call for Asian students to balance reflective silence with active participation to maximise their academic potential.

Significantly, from the author’s observation, most Asian students demonstrate consistent dedication and diligence in their academic pursuits, preparing thoroughly for seminars and engaging in additional learning. This suggests willingness to participate, but it seems that shyness and fear prevent them from doing so in class. Thus, reticence among Asian students should not be understood as a lack of interest or effort, and initiatives are needed to encourage their engagement.

Conclusion and Recommendations

In conclusion, the influence of Confucianism on education in much of East Asia is reflected in hierarchical teacher-student dynamics (Kang and Chang, 2016). Furthermore, the disparities in course design in Eastern and Western educational settings, such as class size and teaching style, as well as shyness among Asian students exacerbate barriers to critical engagement (Verstraete, 2021). These elements may result in an inability to consider diverse perspectives in academic essays and to overlook opportunities for sustained academic and professional development (Uribe-Enciso, Uribe-Enciso and Vargas-Daza, 2017).

Accordingly, persistent shyness may cause prolonged silence in group discussions/seminars, a lack of confidence and limited self-expression. To encourage international Asian students to understand and adapt to Western higher education environments, the writer provides the following recommendations for incoming international students and academic tutors:

1. Encouraging students to participate in the local community and student societies. For example, by volunteering at an Oxfam charity book shop every Saturday, the author has gained opportunities to engage with diverse people, empowering her to become more confident and open-minded.
2. Connecting with current students or alumni on LinkedIn as well as events such as Success in the UK – top tips for international students held by University of Bristol’s Global Lounge. These activities assist incoming international students to get to know the UK cultures and learning environments.
3. Speaking out without worrying about abilities or fearing incorrect answers in a seminar or small group discussion. Importantly, delivering counterarguments enables students to cultivate critical thinking skills and ignites better evaluation (Liu and Stapleton, 2014). Tutors can help students do this, for example by assigning pre-discussion preparation tasks to give students a chance to organise thoughts and feel more confident in sharing them. Additionally, tutors could create smaller breakout groups where peers feel more comfortable expressing ideas, gradually building their confidence to speak up in larger settings.
4. Providing students with adequate thinking time before requiring them to speak. Seminar tutors tend to foster student engagement proactively, but they may forget the value of pausing strategy to offer learners time for critical thinking. Finding a balance between periods of silence and the pace of teaching enhances student involvement and comprehension of academic content.

 

Acknowledgments

The writer would like to express sincere gratitude to her tutor, Martha, for the invaluable guidance and support in the creation of this blog. Martha’s insights and encouragement have been instrumental in shaping this blog.

Reference list

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Chang, B. (2021) ‘Incorporating Eastern and Western Learning Perspectives into a Western Learning Environment’.

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