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Orientalism in learning has reinforced the marginalization and oppression of other learning systems of learning and knowing. Expansion of our understandings about different learning system can enrich our meaning-making processes, which can be beneficial for ourselves.
*Source: Merriam & Cafarella (2007)
What?Who? Theme?
Thorndike et al. (1928)
• In Western paradigm, learning is emphasis on cognition, cognitive development, knowledge, information processing, intelligence measurement.
Separation of the Mind and Body
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• Individual learning than collective learning• Autonomy and Independence than interdependence• Flourishing rationality, reflective discourse, self-directed,
transformational learning
Consequence of Western paraigm
Nah (2000)
• Independence, self-directed, and individual transformative learning are vised as “immaturity and selfish” in Korea. Collectivism, and collaboration are recognized as important learning outcomes.
Korean case tells different paradigms
Brooks (2000)
• Although Buddhism is a part of main stream in many Asian countries, it stands as an alternative to the mainstream in the West.
Buddhism as transformational
learning
Merriam (2007)
• Orientalism in Learning reinforce the marginalization and oppression of other systems of knowing.
• Expansion of our understanding of learning to many different system will enrich out meaning-making process which can be beneficial for ourselves.
In non-Western learning, collective and indigenous learning are dominant while rationalism and individual learning are dominant in the Western learning paradigm.
*Source: Merriam & Cafarella (2007)
What?Who? Theme?
Nisbett (2003)
• Mind vs. Body; Nature vs. Nurture; Emotion vs. Reason; Human vs. Animal.
• False dichotomies can emerge as an effective ways of challenging and reforming assumptions and biases.
Dichotomies in Western Paradigm
Semali & Kincheloe (1999)
• “Western epistemological tyranny and the oppressive educational practices that follow it” (p.31)Civilization? Or
Colonization
Abdullah (1996)
• Western vs. Eastern culture - Individualistic vs. Group oriented; Freedom and independence vs. Belonging, harmony, family security, guidance; Materialism vs. Relationship; Direct and Clarity vs. Subtle, indirect, employ a third party.
Orientalism is the representation of Asia, esp. the Middle East, in a stereotyped way that is regarded as embodying a colonialist attitude (Oxford Dictionary).
Edward Said (1978)Edward Said (1978)
*Source: reagan (2000)
What?Who? Theme?
Reagan (2000)
• Results in “distortion” and subjugation to preexisting values and norms.
• Underscore the indigenous education. Orientalism approach
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• Legitimated “schooling” as education. • Tradition: historical tradition, the defined traditio (cultural), and the
contemporary tradition (manifested in people’s lives today).
Cultural and epistemological ethnocentralism
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• Orientalism can be discussed and analyzed as the corporate institution for dealing with the Orient— dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a Western style for dominating, restructuring, and having authority over the Orient. … European culture gained in strength and identity by setting itself off against the Orient as a sort of surrogate and even underground self.”
PHILOSOPHICAL STARTING POINT
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• In, Stalin’s case, Meaning can be interpreted quite differently when a same text message is conveyed. Oral Tradition
• Sundoism is focusing on ‘material world’ rather than conceptual world. And, it believes the material world is composed of unmaterializable ‘Energy / Force – Ki’
• Learning is the process of practicing the Energy.
What can HRD and Adult Education researchers do to expand knowledge about ‘unique’ non-western learning in a modern society?What can HRD and Adult Education researchers do to expand knowledge about ‘unique’ non-western learning in a modern society?
From ancient, Korean education has focused on integration of three philosophical and spiritual disciplines (Confucianism, Buddhism, and Sundoism). Koreans have viewed the learning is the most important thing to realize their beliefs and wants (being a righteous person, awakening, being a holy divine). Failing in ‘self-modernization’ and ‘late industrialization’ have hindered the evolution of Korean learning/education philosophies.
Question: Is is meaningful to revive and revitalize those old learning/education beliefs and philosophies in Korea? Why and Why not?