This article suggests that attempts to date to unravel the paradox of the Chinese learner are incomplete and inadequately modeled, and that the complexities of the paradox have not yet been fittingly operationalized or alternative explanations of research data investigated. It contends that attempts either to state or to unravel the paradox are…

Highlights the influence of Confucianism on Chinese thinking, learning style, and cultural values and the impact upon classroom behaviors. Corrects misconceptions Western teachers may have about the meaning of these behaviors. (SK)