Education Regime and Creativity: The Eastern Confucian and the Western Enlightenment Types of Learning in the PISA Test

Autor/inn/en	Muench, Richard; Wieczorek, Oliver; Gerl, Robin
Titel	Education Regime and Creativity: The Eastern Confucian and the Western Enlightenment Types of Learning in the PISA Test
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2144025 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muench, Richard) ORCID (Wieczorek, Oliver) ORCID (Gerl, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2144025
Schlagwörter	Confucianism; Learning Strategies; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Creativity; Economic Development; Innovation; Educational Technology; Western Civilization; Problem Solving; Achievement Gap; Cultural Differences; Social Differences; Socioeconomic Status; Cross Cultural Studies; Comparative Education; Correlation; South Korea; Singapore; United States; Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Konfuzianismus; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Kreativität; Wirtschaftsentwicklung; Unterrichtsmedien; Problemlösen; Kultureller Unterschied; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Korrelation; Korea; Republik; Singapur; USA; Kanada
Abstract	Creativity is the driving force of technological innovation and sustainable economic growth in the knowledge society. A central question, therefore, is how education helps to enhance creativity. As East Asian countries occupy the top of performance tests such as the OECD's Programme for International Student Assessment (PISA), it is most important to understand the type of creativity they stand for. For doing so, we first investigate the revival of Confucianism and its idea of creativity in these countries in comparison with the Western Enlightenment idea of creativity. Secondly, we scrutinize how far these two types of creativity are represented in PISA's understanding of problem solving which is assumed to require creativity from students. Thirdly, we conduct multilevel regression analyses with data from the 2009 PISA test to find out which learning strategies help to achieve in the PISA test and to close achievement gaps based on socioeconomic family background and how they relate to the two types of creativity. Two countries representing the Confucian tradition, the Republic of Korea and Singapore, and two countries representing the Western tradition, the United States and Canada, serve as test cases. As a culturally diverse world needs both types of creativity, the fundamental question is whether PISA helps them to flourish both. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01