Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China

Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China

Purpose —The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods —This paper draws upon a wide variety of historical, cultural, and international...

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Main Author: Yong Zhao
Format: Article
Language:English
Published: SAGE Publishing 2018-03-01
Series:ECNU Review of Education
Online Access:https://doi.org/10.30926/ecnuroe2018010105
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spelling doaj-54b1be1a7e9940cb91db8e90fe7bc9ab2020-11-25T02:50:00ZengSAGE PublishingECNU Review of Education2096-53112632-17422018-03-01110.30926/ecnuroe2018010105Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in ChinaYong Zhao0East China Normal University & University of KansasPurpose —The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods —This paper draws upon a wide variety of historical, cultural, and international assessment data. Findings —The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value —Thus, the article concludes that instead of wasting resources and time on learning from each other's past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.https://doi.org/10.30926/ecnuroe2018010105
collection DOAJ
language English
format Article
sources DOAJ
author Yong Zhao
spellingShingle Yong Zhao
Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China
ECNU Review of Education
author_facet Yong Zhao
author_sort Yong Zhao
title Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China
title_short Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China
title_full Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China
title_fullStr Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China
title_full_unstemmed Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China
title_sort shifting the education paradigm: why international borrowing is no longer sufficient for improving education in china
publisher SAGE Publishing
series ECNU Review of Education
issn 2096-5311
2632-1742
publishDate 2018-03-01
description Purpose —The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods —This paper draws upon a wide variety of historical, cultural, and international assessment data. Findings —The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value —Thus, the article concludes that instead of wasting resources and time on learning from each other's past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.
url https://doi.org/10.30926/ecnuroe2018010105
work_keys_str_mv AT yongzhao shiftingtheeducationparadigmwhyinternationalborrowingisnolongersufficientforimprovingeducationinchina
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