The Asians showed

The Americans
more activity in areas
In Search of the Self: Eastern versus Western Perspectives
showed more MODULE 5: PSY 1A (Understanding the Self)
that process figure-
activity in regions
WESTERN and EASTERN ground relations—
that recognize INDIVIDUALISTIC VS. COLLABORATIVE
holistic context
objects. I am special.  I am part of my family.
 I am unique.  I am part of my community.
 I am me.  I am part of my country.
 I am an individual.  The goodness of the whole is more
 I am who I am. important than the individual.
 I am a rational agent.  My actions directly impact my family
 I am responsible for my own action. and my community.

WEST AND EAST

Independence Interdependence
 Develop early independence  Learn to depend on others
 Express yourself  Read nonverbal cues
 Responsible for self  Listen to authority
 Live on one’s own  Be responsible for others
 One’s own goals take priority  Personal goals secondary to goals of
o Motivated by own the group
o preferences, needs ,  Motivated by the norms of, and duties
o rights imposed by, the group
 Tasks more important than  Relationships more important than
relationships tasks
 Cognitive skills independent of social  Social and cognitive skills integrated
skills
Westby (2009)

WEST BRAIN, EASTERN BRAIN

The Americans showed The Asians showed more activity in
more activity in regions areas that process figure-ground
that recognize objects. relations—holistic context

WEST AND EAST

Low Power Distance
 Persons must earn respect
 Collaborative classrooms
 Teachers facilitate learning
 Persons direct themselves
High Power Distance
 Parents teach children to obey
 Children respect parents & those in
authority
 Teachers take initiative in class
 Teachers are to transfer wisdom
 Students respect teachers
 Persons expect direction
INDIVIDUALISTIC VS COLLABORATIVE
(SELF)

INDIVIDUALISTIC VS COLLABORATIVE
(LIFESTYLE)

RELATIONSHIP

HOW IS A CHILD TAKEN CARE OF?

INDIVIDUALISTIC VS COLLABORATIVE
 HOW A SENIOR LIFE LOOKS LIKE?
INDIVIDUALISTIC VS COLLABORATIVE

PROBLEM SOLVING

FORMS OF DISCOURSE

Linear Circular
 THOUGHT PROCESS

DEFINITIONS OF EDUCATION
WEST EAST
 (Latin) which comes from a verb  Teaching (教)
“educere” which means to lead, draw,  Nurturing (養)
and bring out the horizontal “drawing
out” of wisdom into vision.

EDUCATION
US pays great attention to train the students’
practice ability to utilize the knowledge,
cultivating the students’ question to the
knowledge and authority and building the
ability to extend the knowledge system.
 The dynamic changes to knowledge.
 Unstructured
 Freedom
Taiwan’s education pays more attention to the
instilling and accumulation of knowledge,
cultivating the students’ respect to the
knowledge and authority and building the
ability to inherit the knowledge system.
 The acceptance to knowledge
 Structured
 Consistence

TEACHERS
 American teachers were more  Chinese teachers had stronger
 knowledgeable about general knowledge of the subject matter and
educational theories and classroom building the solid foundation.
skills.  Spend more time with their students.
 Evokes creative thinking.  Persistence.
 Encourage students to challenge the  Authority figure.
knowledge.
 Teaching atmosphere lively and
vivid.

STUDENTS
WEST EAST
 Self-confidence  Discipline
 Independence  Obey
 Curiosity  Good observers
 Free thinking ……..  Patient
 Respectful
 Afraid of making
 mistakes…………

SOCIAL RELATIONSHIPS
WEST EAST
Informal, egalitarian. Formal, hierarchical.

People most comfortable with their social People most comfortable in the presence of a
equals; importance of social rankings hierarchy in which they know their position
minimized. and the customs/rules for behavior in the
situation.

One of the most effective ways to learn about oneself is by taking seriously the cultures of others. It forces
you to pay attention to those details of life which differentiate them from you.
-Edward T. Hall