Learning From Each Other: Creativity in East Asian and American Education

Educational systems grow from cultural expectations and ideologies. Eastern and Western educational systems are as vastly different as the cultures they spring from and are reflective of the strengths and weaknesses of those cultures. First, strengths and limitations of East Asian education are discussed. Second, strengths and limitations of American education are discussed. Finally, some suggestions to both educations are posed. All educational systems can improve. A look at the 2 contrasting systems along with the intended and unintended consequences of cultural ideals as expressed through the educational systems can bring greater insight into the successes and limitations of each system and culture. The differences between education in Asian countries and the United States are striking, but each approach has benefits from which the other could learn. Although the lack of enthusiasm about education shown in the West is disheartening, the abundance of creativity that is fostered is to be admired. In contrast, East Asian countries often sacrifice creativity due to the amount of memory work and repetition that is expected. Studying the schools of other nations is a powerful tool for discovering strengths and weaknesses in one’s own educational system (Wollam, 1992). By learning more about similarities and differences between cultures, educational stakeholders will be better prepared to deal with an increasingly diverse classroom (Yook & Albert, 1998). This article explores the differences of the two cultures’ educational systems with a focus on the impact on students’ creativity. First, there is a general discussion of educational issues, focusing on East Asian education. Strengths of Asian education are accentuated by similar areas of weakness in American education. A discussion of Eastern Asia’s struggles with creativity follows the educational and cultural background information. After discussing the limitations, there is an exploration of America’s success in incorporating creativity into its educational system. The article ends with a discussion of the ways each culture is trying to learn from the other and implications of such transactions. East Asian Education Strengths of East Asian Education Relative levels of importance of education. East Asian countries are known for the high value they place on quality education. This high regard for education, due to Confucianism, which is the foundation for their cultural values and which highly emphasizes education, has contributed to the economic growth of East Asian societies (Morris, 1996). Virtues attributed to the economic growth of the East Asian Five Dragons (i.e., Hong Kong, Japan, Singapore, Korea, and Taiwan; Hahm, 2003) are skill acquisition, hard work, patience, perseverance, and education (Chen & Chung, 1994). In East Asia parents and communities maintain an extremely high regard for education creating positive expectations for student learning as opposed to the United States where societal support is often lacking (Henderson, Marx, & Kim, 1999; Hirschman & Wong, 1986; Park & Kim, 1999). Creativity Research Journal 2005, Vol. 17, No. 4, 337–347 Copyright © 2005 by Lawrence Erlbaum Associates, Inc. Creativity Research Journal 337 Correspondence and requests for reprints should be sent to Kyung Hee Kim, Eastern Michigan University, Department of Teacher Education, Ypsilanti, MI 48197. E-mail: [email protected] or [email protected] Americans were once the best educated populace in the world with the highest percentage of citizens obtaining a high school diploma. Unfortunately, the United States currently has a poor education ethic (Thomson, 1989). Former President Bill Clinton may have been correct when he said that he did not believe the United States would be the leading economy in the world in 50 years unless its students could graduate high school with excellent world-class educations (Haynes & Chalker, 1998). In the United States, too many students reject educational opportunities to enter the workplace prematurely causing a very high dropout rate. Furthermore, more than 30% of the prison population is composed of high school dropouts. This is a costly trend, as American taxpayers spend more money feeding and housing one prisoner than on successfully educating a prospective tax-paying citizen (Hodgkinson, 1991). East Asian countries avoid this expense by having a strong education ethic that encourages students to work very hard and succeed in school (Haynes & Chalker, 1997). Even within the United States, Asian American students are overrepresented in gifted programs (Gallagher, 1997), and their college enrollment rate was higher than that of non-Asians in 1980 (U.S. Bureau of the Census, 1984, cited in Hirschman & Wong, 1986). On the eight University of California campuses, the Asian undergraduate enrollment is growing faster than any other ethnic group (Van Slambrouck, 1999), although one must be careful about generalizing all Asian Americans. Funding for schools. The relative importance of education is reflected in the funding of schools. The United States is a wealthy and technologically advanced country, and it has the economic and political power to exercise influence throughout the globe. Although the United States possesses the resources to propel its schools to the highest level, its educational system is not superior to other countries (Haynes & Chalker, 1997, 1998; Thomson, 1989; Yao & Kierstead, 1984). Funding for educational programs in U.S. public schools is minuscule compared with East Asia. The Korean government spends a higher percentage of its gross domestic product on education than any other country in the world (Trotter, 2003). There is also a noticeable difference in the use of funds. Much of what money is spent on education in the United States, which is considered average on a worldwide scale, is siphoned away to pay for ancillary expenses like transportation, lunches, and custodians; leaving relatively little money for books, materials, and teachers, which are the primary reasons for the existence of schools (Haynes & Chalker, 1997, 1998). In contrast, East Asian students walk or use public transportation, students clean the schools, and mothers voluntarily staff school cafeterias. Thus, they can spend more money on classroom instruction (Haynes & Chalker, 1997, 1998). Family support. In East Asia, informed parental involvement in schoolwork is a major contributor to school success. Among most Koreans, families completely support academic achievement, whereas support varies among American families (Wollam, 1992). A perceptual contrast is evident between the two cultures. When a problem arises at school, American parents are inclined to question the effectiveness of the school or the teacher in maintaining control of the classroom. Conversely, East Asian parents will ally with the teacher in placing the responsibility with the child (Haynes & Chalker, 1997). American teachers consider parental indifference to be the most serious problem facing public schools (Thomson, 1989). Some teachers specifically mentioned parental attitudes as problematic, including a lack of support from parents about discipline issues as well as comments that parents do not help students understand the importance of planning for the future (Thomson, 1989). The East Asian education ethic puts special emphasis on early childhood (Haynes & Chalker, 1997, 1998; Henderson et al., 1999). Historically, mothers have been intensely involved in their children’s learning. Because children are still the center of their parents’ interests and because society places such a high value on education, parents are willing to put almost all their resources toward their children’s education including money, time, and energy. Parents prepare their preschool children to accept authority and work diligently (Haynes & Chalker, 1998). Asian parents attend their children’s school to observe their child’s work habits (Haynes & Chalker, 1997). Teachers are ceded authority by parents to expect their children to put forth greater effort in school (Sorensen, 1994). They are also partners in motivating study practices. Parents engage students in learning and support their schools. Most East Asian students have desks at home, unlike many American students 338 Creativity Research Journal K. H. Kim