THE SPECIFICITY OF ETHNIC CHINESE FAMILY EDUCATION IN THE PRC, TAIWAN AND THE USA
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394
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Information about authors: Ishutina Yuliya Aleksandrovna, PhD in Culturology, Associate Professor, Chinese Department Chair of the Oriental Institute, School of Regional and International Researches, Far Eastern Federal University (Vladivostok, Russian Federation) E-mail: ishutina.yua@dvfu.ru
Annotation: The article deals with the specificity of family education in China, Taiwan and the United States.The phenomenon of the “modal personality” is an average type characteristic of the largest number of adult members of society, which accepts it as the norm. Chinese parents, regardless of their country of residence, whether they are mainland Chinese, island Chinese or emigrants, are able to adhere to the Confucian model of behavior in upbringing the children, which indicates that they define their ethnic identity as Chinese. At the same time, the choice of a national identity is in the field of a constructed imaginary community and is conditioned by the social environment and political system of the country in which they live. In the case of the Chinese culture, which is basic for both, the inhabitants of mainland China and island Taiwan, the norm is to follow the Confucian regulations, updated to modern conditions. However, the system of education in Taiwanese society reveals new tendencies to manifest itself as a part of a multicultural space, and, at the same time, to demonstrate its own originality within localization of the global culture. In addition, it does not imply the possibility of discussing the rights of the child as a person, suppressing the conflict of interests at the root and orienting towards the achievement of a goal that is seen as a common good for all participants in the educational process. In addition, the attractiveness of the Confucian model lies in the fact that over time the grown-up child turns out to be older with respect to the younger generation, and acquires the rights of the senior regulating relationship. The ultimate goal of Confucian education is to achieve a purely pragmatic benefit: education, strengthening the material base and family prosperity.
Keywords: ethnofor, national identity, education, island identity, Taiwan.
DOI:
Article ID in the RSCI:
Article file: Download
Information about authors: Ishutina Yuliya Aleksandrovna, PhD in Culturology, Associate Professor, Chinese Department Chair of the Oriental Institute, School of Regional and International Researches, Far Eastern Federal University (Vladivostok, Russian Federation) E-mail: ishutina.yua@dvfu.ru
Annotation: The article deals with the specificity of family education in China, Taiwan and the United States.The phenomenon of the “modal personality” is an average type characteristic of the largest number of adult members of society, which accepts it as the norm. Chinese parents, regardless of their country of residence, whether they are mainland Chinese, island Chinese or emigrants, are able to adhere to the Confucian model of behavior in upbringing the children, which indicates that they define their ethnic identity as Chinese. At the same time, the choice of a national identity is in the field of a constructed imaginary community and is conditioned by the social environment and political system of the country in which they live. In the case of the Chinese culture, which is basic for both, the inhabitants of mainland China and island Taiwan, the norm is to follow the Confucian regulations, updated to modern conditions. However, the system of education in Taiwanese society reveals new tendencies to manifest itself as a part of a multicultural space, and, at the same time, to demonstrate its own originality within localization of the global culture. In addition, it does not imply the possibility of discussing the rights of the child as a person, suppressing the conflict of interests at the root and orienting towards the achievement of a goal that is seen as a common good for all participants in the educational process. In addition, the attractiveness of the Confucian model lies in the fact that over time the grown-up child turns out to be older with respect to the younger generation, and acquires the rights of the senior regulating relationship. The ultimate goal of Confucian education is to achieve a purely pragmatic benefit: education, strengthening the material base and family prosperity.
Keywords: ethnofor, national identity, education, island identity, Taiwan.
