Imagine I told you there was a way to make our children perform 10% better in their exams after just four weeks of study. It involves changing a school’s timetable and teaching style, but still leaving plenty of room for leadership opportunities and extra-curricular activities. You’d expect to hear a clamour insisting that we roll this out in all schools immediately. Instead, Chinese School has earned itself a long list of critics. They don’t like Chinese education because it of its values. Or more precisely, because it values knowledge.
They argue that we should not be seeking to learn from Chinese teaching, despite its superior results. They concede that doing so would make our children learn more, but that this would come at too high a cost. Any improvement in our teaching of knowledge, they argue, would stop pupils being creative thinkers or challengers of the status quo. Yes, Chinese teaching may improve the learning of rules and information, but it does nothing to teach originality.
They seriously appear to be arguing that in a system in which 35% of 16 year olds failed English GCSE this year our problem is learning too much vocabulary, knowing the laws of grammar too well, and sticking too rigidly to the traditions of the literary canon. Otherwise why complain that Chinese teaching is good at helping pupils learn information?
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