An Eastern Learning Paradox: Paradoxes in Two Korean Mathematics Teachers' Pedagogy of Silence in the Classroom

Kyeonghwa Lee, Bharath Sriraman

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

Eastern philosophies of education such as Confucianism and Taosim advocate the use of silence in the teacher-pupil tradition of pedagogy. We investigate contemporary classrooms in Korea, and study whether teachers in Korea today incorporate this method implicitly or explicitly in their classrooms. Empirical data in the form of video-taped classroom lessons and the analysis of the videos reveal the learning paradoxes that arise from a rote adherence to constructivism by teachers that are trained within a larger Confucian society.

Original languageEnglish
Pages (from-to)147-166
Number of pages20
JournalInterchange
Volume43
Issue number2
DOIs
StatePublished - May 2013

Keywords

  • Confucianism
  • Constructivism
  • Culture
  • Korea
  • Learning paradox
  • Mathematics teaching
  • Silence

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