1. Socio-Cultural Influences
INSPIRING CREATIVE AND INNOVATIVE MINDS

2. How are the influences towards AL?
Participation?
Learning content?
Learning motivation?
Learning place, purpose, method?

3. Socio-cultural factors
Religion
Culture
Socio-economic
status AL
Beliefs
Community
Value
Learning
experience
Education
level

4. How is the Cultural influence towards AL?
Adult Self-development (In China)
one’s identity is intimately linked to cultural values regarding family and relationships (strong attachment to filial piety – Confucian)
The influence of ritual practice in AL/life long learning. When seeking self-development one must act in exemplary fashion in the role of father/mother/brother etc.
Direction of influence:
Cultural values social roles normative patterns of interaction personality structure

5. How is the Cultural influence towards AL?
Chinese educational theories and practices are, for the most part, not concerned with individual differences; educational procedures are more important than psychological differences in the transformation of personalities
Emotions are also of little significance in the construction of a concept of self within Chinese society. Social order is supremely important in comparison to the individual. Not emphasized on the psychological uniqueness of each individual

6. How is the Cultural influence towards AL?
In terms of uniqueness, the traditional Confucian position emphasized the existence of innate human attributes that could not be altered and therefore set limits on the possibilities for social intervention in the development of the person.
However, contemporary Chinese views start with the assumption that human nature (personality) can take infinite forms but should be transformed to fit with the prevailing social & political goals & policies

7. How is the Cultural influence towards AL?
So, if we relate to the previous topic on Nature of Adult Learner, what do you think about the “Chinese participation”? Which perspective explains most on their participation? Why?

8. How is the Cultural influence towards AL?
There is similarity between Chinese & Japanese notion of self development
In Japan, doing the right thing (public self) is more important than what one feels (private self). Feelings do not have to be consistent with actions. In fact, personal feelings are irrelevant.
Thus, Japanese (and Chinese) do not like to state their personal opinions, but rather seek consensus. Conversely, in the US there is virtue in keeping one’s actions congruent with one’s feelings and thoughts.

9. How is the Cultural influence towards AL?
Participation & Learning motivation/method
There is an issue whether or not andragogical beliefs and practices are suitable to AE in China. Most anyone who has taught in China will have experienced situations that raise this question.
E.g. attempting to get adults students to express their opinions and feelings, choose among learning assignments, participate in self evaluation

10. How is the Cultural influence towards AL?
Why most Chinese students are reluctant to do these things?
Their opinions and feelings are not important in other realms
They work primarily toward external exams and to standards that are set by others.
Chinese behaviors are deeply rooted in a culture and society that is profoundly different from those that expect students to be outspoken and autonomous.

11. How is the Cultural influence towards AL?
Conceptions of Teaching (US)
American notions of andragogy portray the teacher as a “facilitator”, sharing control and authority over valued instructional functions.
A belief in autonomy and the existential self – learner & teacher are determined by what will promote learner autonomy & independence.

12. How is the Cultural influence towards AL?
Conceptions of Teaching (China)
Adult educators in China have quite different conceptions of teachers and the relationship between teacher & learner. They are based on the conception of: teacher as transmitter of knowledge.
Teacher are assumed to be expert in a content area. They are assumed to be well grounded and experienced in the knowledge and skill to be taught.

13. How is the Cultural influence towards AL?
Conceptions of Teaching (China)
In discussing such concepts as “teaching”, “learning”, “self-concept”, “motivation” & “individual differences”, Chinese adult educators talked mostly about their responsibility to convey a body of knowledge or expertise and a proper attitude toward that knowledge and its role in Chinese society, that is, the relationship between work and social or political goals.

14. How is the Cultural influence towards AL?
Conceptions of Teaching (China)
Very little concern was expressed about individual differences or student motivation.
It was important that learners “try their best”, but if they did not learn, it was interpreted as a problem of student motivation or ability, not a matter of individual aptitude, and certainly not the fault of the teacher.

15. How is the Cultural influence towards AL?
Conceptions of Learning (China)
Stress more on additive and fine-tuning learning, that is congruent with both the prevailing political system and cultural traditions of Confucius
Additive: the acquisition and assimilation of new knowledge or skill that complements what is already known.
Fine-tuning: the improvement of one’s existing knowledge or ability, e,g. doing it faster, smoother, or with greater proficiency.

16. How is the Cultural influence towards AL?
Conceptions of Learning (China)
Example of subjects: maths, physics, chemistry, computer programming, engineering, and technical aspects of musicianship
The excellence of Chinese graduate students in physics has led American professors to rely on them as TA/RA. University departments such as physics, chemistry, computer science, and engineering now rely increasingly on Chinese talent.

17. Reference
For further readings: Pratt, D.D. (1991). Conceptions of self within China and the US: contrasting foundations for adult education. International Journal of Intercultural Relations, vol. 15,