LEADER 03412nam 22007212 450 001 9910790280703321 005 20151005020622.0 010 $a1-107-22520-5 010 $a1-139-33401-8 010 $a1-280-39350-5 010 $a1-139-33737-8 010 $a9786613571427 010 $a1-139-02840-5 010 $a1-139-33982-6 010 $a1-139-34140-5 010 $a1-139-33650-9 010 $a1-139-33824-2 035 $a(CKB)2670000000177942 035 $a(EBL)866880 035 $a(OCoLC)792684439 035 $a(SSID)ssj0000633878 035 $a(PQKBManifestationID)11451910 035 $a(PQKBTitleCode)TC0000633878 035 $a(PQKBWorkID)10639780 035 $a(PQKB)10127821 035 $a(UkCbUP)CR9781139028400 035 $a(MiAaPQ)EBC866880 035 $a(Au-PeEL)EBL866880 035 $a(CaPaEBR)ebr10558155 035 $a(CaONFJC)MIL357142 035 $a(EXLCZ)992670000000177942 100 $a20110221d2012|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCultural foundations of learning $eEast and West /$fJin Li$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2012. 215 $a1 online resource (xiv, 385 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-16062-6 311 $a0-521-76829-2 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: 1. Faust and birth of a research agenda; 2. Learning to master the universe and learning to transform self; 3. Time past and time present...; 4. Mind-oriented and virtue-oriented learning process; 5. Curiosity begets inquiry and heart begets dedication; 6. Nerds' hell and nerds' haven; 7. Socratic and Confucian tutors at home; 8. Devil's advocate and the reluctant speaker; 9. Implications for the changing landscape of learning. 330 $aWestern 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 understand the world, whereas the latter prioritizes the self to be perfected morally and socially. Tracing the cultural origins of the two large intellectual traditions, Li details how each model manifests itself in the psychology of the learning process, learning affect, regard of one's learning peers, expression of what one knows and parents' guiding efforts. Despite today's accelerated cultural exchange, these learning models do not diminish but endure. 606 $aLearning, Psychology of 606 $aLearning$vCross-cultural studies 606 $aLearning$zWestern countries 606 $aLearning$zEast Asia 615 0$aLearning, Psychology of. 615 0$aLearning 615 0$aLearning 615 0$aLearning 676 $a370.15/23 686 $aPSY039000$2bisacsh 700 $aLi$b Jin$f1957-$01474952 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910790280703321 996 $aCultural foundations of learning$93688891 997 $aUNINA