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Li, Jin; Fung, Heidi – Applied Developmental Science, 2020
In this article, we highlight three assumptions about culture that guide our research: (1) culture is lived but often implicitly; (2) philosophical origins illuminate cultural core values in the here and now; and (3) cultures differ. We focus on learning both in European-heritage and in Confucian-heritage cultures. To address the central question…
Descriptors: Cultural Influences, Socialization, Parent Child Relationship, Verbal Communication
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Li, Jin – Journal of Moral Education, 2016
Little research exists on humility in human learning and from a cultural perspective. This article reviews current research and conceptualizes humility as a basic human potential that can become a virtue when cultivated. But the cultivation depends on the cultural values placed on humility. Although humility is recognized in the West, ambivalence…
Descriptors: Confucianism, Western Civilization, Moral Values, Moral Development
Li, Jin – Cambridge University Press, 2012
Western and East Asian people hold fundamentally different beliefs about learning that influence how they approach child rearing and education. Reviewing decades of research, Dr. Jin Li presents an important conceptual distinction between the Western mind model and the East Asian virtue model of learning. The former aims to cultivate the mind to…
Descriptors: Foreign Countries, Cultural Influences, Child Rearing, Parent Child Relationship
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Li, Jin – Child Development, 2006
This study examined goals and agency as the 2 core aspects of self in learning among Chinese adolescents. A sample of 259 adolescents aged 12--19 responded to open-ended probes about themselves. Counter to the common view that Chinese themselves are predominantly social, adolescents expressed many more individual than social goals and agency.…
Descriptors: Foreign Countries, Late Adolescents, Early Adolescents, Self Concept