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Most filmstrips about education in China present the first model described in this unit, the Pre-Cultural Revolution Model based on hierarchical strategy of education. Before showing such a filmstrip to the class, emphasize the fact that this was the model in China between 1958 and 1966 and, therefore, the model points up the differences in education before and after the Communist victory in 1949. After previewing the filmstrip, make up questions for discussion or for written response. General topics of discussion might include:
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criteria used to select top students at each level of the educational ladder,
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inequalities of the schools,
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3.
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successes/failures of the model,
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conflict of values taught (be socialist while the school system judges you individually),
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5.
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evidence of political messages in lessons,
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6.
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evidence of economic values/social values,
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7.
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aspects of education that remain from traditional Chinese education (if you have discussed traditional education).
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If necessary, prepare a vocabulary list of words used in the filmstrip, such as keypoint, minban, cadre, Young Pioneer, etc . . .
It may be possible to explain the meaning of “hierarchical” by having students set up a pyramid, showing the steps upward in this model.
(figure available in print form)
2.
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One of the best descriptions of the Cultural Revolution Education Model can be found in William Kessen’s
Childhood in China
(chapter 6). In twenty-two pages, students can read about the educational philosophy and curriculum with detailed descriptions of classes in Chinese language, English, physical exercise, politics, productive labor, music and dance; selection, training and role of teachers; evaluation of students, student organizations and the “sending down” of urban youth to the countryside.
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Before reading this passage, students should be familiar with some of the events of the Cultural Revolution (1966-76), including the rationale for it. General topics of discussion might include:
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the role of the students in the Cultural Revolution,
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the characteristics of the new model of education, clearly a response to the inequities of the earlier model,
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the affects of the new model on students, teachers, administrators,
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the successes/failures of the model,
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the political, economic, social values emphasized by the model. Jonathan Unger in one chapter of his book
Education Under Mao
describes the factionalism in the Red Guard. Some students may be interested in reading this chapter and reporting it to the class.
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If possible, invite a former Chinese teacher or student of this period to speak to classes. The Council of East Asian Studies or any East Asian Outreach Centers are excellent sources of speakers.
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Show my set of slides of China’s classrooms from my visit in 1982, portraying the most recent, Post-Cultural Revolution Education Model. Every slide has messages portraying the values of the new hierarchical model. These messages are described in the text accompanying the slides. Break the class into groups of 5 or 6 students each and ask the group to list the values taught to Chinese students. One person from each group can list on the board the values in order of most important first. Point out similarities and discuss differences of lists. Divide list of values into categories (social values, economic, political values).
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Either in a written essay or in discussion, ask students to compare the Cultural Revolution Model with the present model. Ask them to point out the strengths of each.
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Ask students to imagine themselves in a Chinese classroom (as a result of parent’s employment, etc . . . ). What difficulties might they encounter? What would they have in common with Chinese students? Another approach to this activity would be to ask students to think about what difficulties a Chinese student might have when entering an American classroom. What would he/she find familiar in American classrooms? Topics to discuss: subjects? schedules? student activities? teaching techniques?
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6.
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Students could put together a timeline by starting off in four groups, one tracing the social, a second tracing the economic, a third tracing political developments and a fourth group outlining the educational models. Have one person from each group arrange the events on the board. Discuss relationships of events with educational models.
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(figure available in print form)
7.
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To learn more about socialism, students can read the stories of Lei Feng and Wang Xie (Cultural Revolutionary heroes). Discuss how and why these stories were part of the moral education of Chinese students. If possible, use translations of revolutionary ballets or plays to teach about what themes/values were prevalent in this period. Ask students why these stories would no longer be useful in teaching values today?
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