Multiple Approaches to Educational Research: The East vs. the West Jianwei Zhang SUNY-Albany.

Multiple Approaches to Multiple Approaches to Educational Research: Educational Research: The East vs. the WestThe East vs. the West

Jianwei ZhangJianwei ZhangSUNY-AlbanySUNY-Albany

ContentContent

BackgroundsBackgrounds Eastern and Western Habits of MindEastern and Western Habits of Mind Holistic vs. Analytical Thinking of Holistic vs. Analytical Thinking of

EducationEducation Dialectical vs. Logical Thinking of Dialectical vs. Logical Thinking of

EducationEducation Integrating the Eastern and Western StylesIntegrating the Eastern and Western Styles Conclusions and ImplicationsConclusions and Implications

BackgroundsBackgrounds

Re-Shape Educational Research in Re-Shape Educational Research in the West and East the West and East

Educational reform calls for better education rEducational reform calls for better education researchesearch

Evidence-based movement in the US: scientifiEvidence-based movement in the US: scientifically-based research? cally-based research? (Feuer, Towne, & Shavelson, 2002; (Feuer, Towne, & Shavelson, 2002; Berliner, 2002; Erickson & Gutierrez, 2002; Maxwell, 2003).Berliner, 2002; Erickson & Gutierrez, 2002; Maxwell, 2003).

Improving research methods as a challenge in Improving research methods as a challenge in China: Scientific vs. humanistic spirits China: Scientific vs. humanistic spirits (Jiang, 200(Jiang, 2004; Liu, 2003; Mao, 1999; Zhang, 1998; Zhou, 2001). 4; Liu, 2003; Mao, 1999; Zhang, 1998; Zhou, 2001).

Educational Research in China and Educational Research in China and the Western Worldthe Western World

ChinaChina HistoryHistory: Importing: Importing LanguageLanguage: Chinese : Chinese ResearchersResearchers: Univ. : Univ.

professors, professors, governmental governmental agencies, teachersagencies, teachers

ContextsContexts: Stronger : Stronger political controlpolitical control

The WestThe West Indigenous growthIndigenous growth English (an English (an

international international language)language)

Univ. professors (Zhao Univ. professors (Zhao et al., 2006)et al., 2006)

Weaker political Weaker political influenceinfluence

(Hayhoe, 2001; Yang, 2005; Zhao et al., 2006).(Hayhoe, 2001; Yang, 2005; Zhao et al., 2006).

My FocusMy Focus

How are the two communities How are the two communities approaching educational research approaching educational research differently, rooted in different differently, rooted in different philosophical traditions? philosophical traditions?

Can we both benefit from an Can we both benefit from an integration of the two perspectives? integration of the two perspectives? How?How?

Eastern and Western Eastern and Western Habits of MindHabits of Mind

Holistic vs. AnalyticalHolistic vs. Analytical

Westerners The world is relatively The world is relatively

simple, reductablesimple, reductable Attending more to Attending more to

objectsobjects

Narrower attribution Narrower attribution to properties of to properties of objectsobjects

Committed to reasonsCommitted to reasons

Easterners The world is complexThe world is complex

Attending more to Attending more to contexts and contexts and relationshipsrelationships

Broader Broader aattribution to a ttribution to a net (objects + contexts)net (objects + contexts)

Committed to reasonableCommitted to reasonablenessness

(Nisbett, 2003)

Sunrise in Easterners’ and Sunrise in Easterners’ and Westerners’ Eyes Westerners’ Eyes

Dialectical vs. LogicalDialectical vs. Logical

Westerners separate structure from separate structure from

content (Decontextualizcontent (Decontextualization)ation)

Either/or: Truth resides iEither/or: Truth resides in one siden one side

DebateDebate

Easterners Experience and context-bExperience and context-b

oundednessoundedness

Both/and: A middle way aBoth/and: A middle way approach to contradictionspproach to contradictions

CompromiseCompromise

(Nisbett, 2003)

The Chinese Way of KnowingThe Chinese Way of Knowing

博博学学之，审之，审问问之，慎之，慎思思之，明之，明辨辨之，之，笃笃行行之之 (broad learning, deep questioning, careful (broad learning, deep questioning, careful

thinking, clear clarification, and faithful action)thinking, clear clarification, and faithful action) （《礼记（《礼记 ·· 中庸》）中庸》）

见微知著见微知著 (see significance from little things)(see significance from little things) (( 语本《韩非子语本《韩非子 ·· 说林上》说林上》 ))

当今治社会科学之法：当今治社会科学之法：““ 学问学问，，思辨思辨就就行行了！？”了！？”

Holistic vs. Analytical Holistic vs. Analytical Thinking of EducationThinking of Education

Research TypesResearch Types

ChinaChina Holistic reflection on Holistic reflection on

macro issues mainly macro issues mainly rooted in rooted in epistemological / epistemological / philosophical philosophical foundationsfoundations

Educational Educational psychology as psychology as psychologypsychology

West Analytic investigation of Analytic investigation of

micro issues mainly basmicro issues mainly based on psychological foued on psychological foundations ndations

““Psychologization of edPsychologization of educational research” as ucational research” as a tradition stemming froa tradition stemming from Pestalozzi, Froebel, Hm Pestalozzi, Froebel, Herbart, and Thorndike)erbart, and Thorndike)

Research Focus: Articles in JYYJ Research Focus: Articles in JYYJ and AERJand AERJ

JYYJJYYJ

CurriculumCurriculum: 7.8%: 7.8%

LearningLearning: 5.0% : 5.0%

Leadership Leadership

and policyand policy: : 14.2%14.2%

AERJ

1.7%1.7%

19.0%19.0%

5.2%5.2%

(Zhao et al., 2008)(Zhao et al., 2008)

Article Styles: JYYJ and AERJArticle Styles: JYYJ and AERJ

(Zhao et al., 2008)(Zhao et al., 2008)

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

researchreport

conceptualpaper

policyreport

commentary

JYYJAERJ

Methods: An Analysis of Five Methods: An Analysis of Five Chinese Journals (1981-1998)Chinese Journals (1981-1998)

0

20

40

60

80

100

120

198119821983198419851986198719881989199019911992199319941995199619971998

Number of articles

non-empirical

empirical

Data source: Zheng & Cui (2001)

Non-Empirical ArticlesNon-Empirical Articles

2%2%13%

78%

4%

1% comparative

cross-cultural

historical

review andinterpretation

philosophical

policy

Data source: Zheng & Cui (2001)

Adaptation of ExperimentsAdaptation of Experiments

The Experiment on the New Curriculum (The Experiment on the New Curriculum ( 新课程改新课程改革实验革实验 ))

New Basic Education Experiment (New Basic Education Experiment ( 新基础教育改革新基础教育改革实验实验 ) ) (Ye, 2004)(Ye, 2004)

Agency Development Instructional Experiment (Agency Development Instructional Experiment ( 主主体性发展教学实验体性发展教学实验 ) ) (Pei, 2000)(Pei, 2000)

Rural Educational Reform Experiment (Rural Educational Reform Experiment ( 农村教育改农村教育改革实验革实验 ) ) （（ Gong, 2000Gong, 2000 ））

Adaptation of ExperimentsAdaptation of Experiments

Educational experiment is more Educational experiment is more understood as an enterprise/field than understood as an enterprise/field than a method for various fieldsa method for various fields A broad focus A broad focus The goal is to improve practice and The goal is to improve practice and

generate theorygenerate theory No testable hypothesis and rigorous designNo testable hypothesis and rigorous design Researchers co-work with teachers to Researchers co-work with teachers to

create “model” practice that others can create “model” practice that others can followfollow

In the contexts of such practice, In the contexts of such practice, researchers gain new insight (“researchers gain new insight (“ 悟”悟” ))

““Research-Based Innovative Practice” Research-Based Innovative Practice” as an Indigenous Approach as an Indigenous Approach

((““ 研究性变革实践”研究性变革实践” )) (Ye, 2004)(Ye, 2004)

Educational practice integrating research Educational practice integrating research and targeting educational change and and targeting educational change and teacher development;teacher development;

Theory-penetrative;Theory-penetrative; Researchers and teachers work together Researchers and teachers work together

to create, sustain, reflect on, and reshape to create, sustain, reflect on, and reshape innovation, leading to new theories and innovation, leading to new theories and practicespractices

Holistic vs. AnalyticHolistic vs. Analytic

Dialectical vs. Logical Dialectical vs. Logical Thinking of EducationThinking of Education

Argumentory Structure Based on LArgumentory Structure Based on Logical Thinkingogical Thinking

claimdata

warrants

backing

(Toulmin, 2003)

Typical Rhetoric in Line with LogicaTypical Rhetoric in Line with Logical Thinking (Western)l Thinking (Western)

BackgroundBackground ProblemProblem Hypothesis or proposed propositionHypothesis or proposed proposition Means of testingMeans of testing EvidenceEvidence Argument as to what the evidence meansArgument as to what the evidence means Refutation of possible counterargumentsRefutation of possible counterarguments Conclusion and recommendationConclusion and recommendation

(Nisbett, 2003)

Typical Rhetoric in Line with DialectTypical Rhetoric in Line with Dialectical Thinking (Eastern)ical Thinking (Eastern) TopicTopic Combing different ideasCombing different ideas

Perspective APerspective A Perspective BPerspective B Perspective CPerspective C ……

Dialectical analyses (Key Dialectical analyses (Key contradictions and relationships)contradictions and relationships)

““My understanding”My understanding” Elaboration, and establishing the Elaboration, and establishing the

reasonablenessreasonableness ImplicationsImplications

问 (ask)

学 (learn)

思 (think)

辨 (clarify)

行 (act)

An Example: How Chinese An Example: How Chinese Researchers Recreate ConstructivismResearchers Recreate Constructivism

Preference of a moderate version of constructiviPreference of a moderate version of constructivism (e.g., Spiro et al., 1995)sm (e.g., Spiro et al., 1995)

Student-as-agent, teacher-led (HeStudent-as-agent, teacher-led (He ，， 20032003 ）） A dialectical view of knowledge constructionA dialectical view of knowledge construction

（（ Chen & Zhang, 1999; Zhang et al., in pressChen & Zhang, 1999; Zhang et al., in press ）） Cultural guidance vs. student meaning-makinCultural guidance vs. student meaning-makin

gg Situatedness vs. generalizationSituatedness vs. generalization Individual vs. communityIndividual vs. community ……

Integrating the Integrating the Eastern and Western StylesEastern and Western Styles

How to Judge the Value How to Judge the Value of Various Approachesof Various Approaches

A postmodernist view: no objective truth, no siA postmodernist view: no objective truth, no single correct approach. Then, how to judge the ngle correct approach. Then, how to judge the value of diverse perspectives and approaches?value of diverse perspectives and approaches?

Progress/improvement! Progress/improvement! (Popper, 1972; Kuhn, 1970; Tha(Popper, 1972; Kuhn, 1970; Thagard, 1989)gard, 1989)

““Scientific progress is not a matter of getting clScientific progress is not a matter of getting closer to the truth; it is a matter of oser to the truth; it is a matter of improving on improving on existing knowledgeexisting knowledge. ” . ” (Bereiter et al., 1997, p.331)(Bereiter et al., 1997, p.331)

Progress!Progress!

Progressive discourse committed to knowledgProgressive discourse committed to knowledge advancement e advancement (Bereiter, 1994, 2002) Ideas as objectsIdeas as objects of discussion of discussion Formulating Formulating improvable ideasimprovable ideas Expanding Expanding the basis of discussionthe basis of discussion (accepted facts/i (accepted facts/i

deas)deas) OpennessOpenness: Selective criticism based on knowledge-: Selective criticism based on knowledge-

advancement goals; Nonsectarianismadvancement goals; Nonsectarianism Accumulative selection of knowledge Accumulative selection of knowledge (Dawkins, 19(Dawkins, 19

96)96)

A Synthesis of Knowledge-A Synthesis of Knowledge-ProgressProgress

An accumulating base of facts Diverse ideas

“Accepted” theories;Data from practice Idea

Idea

Idea

Selective retention and rising-above

Dialectical idea complexes

An Example An Example of of Selective Selective RRetention etention and and RRising-aboveising-above

Cognitive Flexibility TheoryCognitive Flexibility Theory (Spiro et al., 1(Spiro et al., 1995)995)

Well-structured domains

Introductory knowledge acquisition

Traditional teaching methods

Ill-structured domains

Advanced knowledge acquisition

Constructivist methods

Dialectics in DialoguesDialectics in Dialogues

Conceptual synthesis emerging from coConceptual synthesis emerging from contradictions is a device for emergence of ntradictions is a device for emergence of novelty novelty (Valsiner & Rene, 2000 )(Valsiner & Rene, 2000 )

Unity and contradiction of opposites witUnity and contradiction of opposites within the same whole hin the same whole (Markova, 1990)(Markova, 1990)

Idea A Idea A Idea B Idea B ||VV

Idea CIdea C



“Accepted” theoriesData from practice Idea

Idea

Idea


AnalyticAnalyticalal and Logic and Logicalal Thinking Thinking (We (Western)stern)



“Accepted” theoriesData from practice Idea

Idea

Idea


Holistic and Dialectical ThinkingHolistic and Dialectical Thinking(Eastern)(Eastern)

Surface vs. Deep Dialectics Surface vs. Deep Dialectics

Surface DialecticsSurface Dialectics:: Jump to a Middle WaJump to a Middle Wa

y before carefully exay before carefully examine the oppositesmine the opposites

Leading to comments Leading to comments merely, or a very vagumerely, or a very vague, unimprovable ideae, unimprovable idea

Deep Dialectics:Deep Dialectics: Carefully examine Carefully examine

the alternatives the alternatives together with their together with their evidence and evidence and contexts (contexts (What’re What’re the ideas and what the ideas and what are they really are they really about?)about?) before before achieving a achieving a synthesissynthesis

Leading to a clear, Leading to a clear, improvable ideaimprovable idea

(Zhang et al., in preparation)

An Example of Surface DialecticsAn Example of Surface Dialectics

An excerption from Zhang (2003)An excerption from Zhang (2003)The evaluation of online collaborative inquiry The evaluation of online collaborative inquiry

learning should:learning should:

1.1. Combine external and self-evaluation, with an Combine external and self-evaluation, with an emphasis on self-evaluation…emphasis on self-evaluation…

2.2. Combine individual and group evaluation, Combine individual and group evaluation, highlighting group evaluation…highlighting group evaluation…

3.3. Combine product and process evaluation, Combine product and process evaluation, emphasizing process…emphasizing process…

An Example of Deep DialecticsAn Example of Deep Dialectics

Structure-Orientation Instructional TheoStructure-Orientation Instructional Theory ry (Feng, 1992, 1998)(Feng, 1992, 1998)

Bruner’s Theory: Develop cognitive structures through discovery learning experiences

•Transferable but slow

Soviet psychology: Internationalizing intellectual skills through a guided/oriented process

•Efficient but hard to transfer

StructureStructure-Orientation-Orientation:: Construct cognitive structures through an oriented process

How Can Dialectics Go Deep? How Can Dialectics Go Deep? Set out the idea elements that make up the Set out the idea elements that make up the

alternative theories —analytical thinking is alternative theories —analytical thinking is neededneeded

Critically examine the strengths and Critically examine the strengths and weaknesses of the component ideas in light weaknesses of the component ideas in light of the accumulated evidence and theories—of the accumulated evidence and theories—logical thinking is neededlogical thinking is needed

Selectively integrate component ideas from Selectively integrate component ideas from different perspective into a new complex—a different perspective into a new complex—a dialectical wholedialectical whole

Conclusions and Conclusions and ImplicationsImplications

For Western Researchers…For Western Researchers…

Learn from a holistic and dialectical way Learn from a holistic and dialectical way of thinking in order to understand educof thinking in order to understand education as a complex systemation as a complex system

Debate advances knowledge only when iDebate advances knowledge only when it is dedicated to achieving a synthesis tht is dedicated to achieving a synthesis that superordinates both sides (see also, Bat superordinates both sides (see also, Bereiter, 2002)ereiter, 2002)

For Eastern Researchers…For Eastern Researchers…

Build on their holistic and dialectical stylBuild on their holistic and dialectical style of thinkinge of thinking

Enculturate the analytical and logical wEnculturate the analytical and logical way of thinking, so that the holistic and diay of thinking, so that the holistic and dialectical thinking can really go deep alectical thinking can really go deep

This is more than research method trainiThis is more than research method training, but a way of thinking, talking, and dong, but a way of thinking, talking, and doing.ing.

My Experiences of Integrating the My Experiences of Integrating the Two Styles of ThinkingTwo Styles of Thinking

Socio-cognitive dynamics/dialectics Socio-cognitive dynamics/dialectics (Zhang et al., in press)(Zhang et al., in press) The known vs. UnknownThe known vs. Unknown Individual vs. Community knowledgeIndividual vs. Community knowledge Empirical practices vs. Conceptual workEmpirical practices vs. Conceptual work Local understanding vs. Societal Local understanding vs. Societal

knowledgeknowledge


Toward a holistic understanding: From cToward a holistic understanding: From conversation threads to inquiry threadsonversation threads to inquiry threads

(Zhang et al., in press)

Bridging the Two Cultures Using Bridging the Two Cultures Using TechnologiesTechnologies

Cross-cultural exchanges can help make Cross-cultural exchanges can help make the values and beliefs of different culturthe values and beliefs of different cultures visible es visible (Lin & Hatano, 2003)(Lin & Hatano, 2003)

Telecommunication technology brings aTelecommunication technology brings about new opportunities for such cross-cbout new opportunities for such cross-cultural exchanges and collaborationsultural exchanges and collaborations

The Knowledge Society Network The Knowledge Society Network (http://(http://ikit.org/ksn.htmlikit.org/ksn.html))

A bold design experimentA bold design experiment: use new kno: use new knowledge media to maximize society’s knwledge media to maximize society’s knowledge resources and the effective and owledge resources and the effective and equitable mobilization of knowledgeequitable mobilization of knowledge

CCross-culturalross-cultural: : 12 nations12 nations (inc. mainl (inc. mainland China, Hong Kong, Taiwan, Singapoand China, Hong Kong, Taiwan, Singapore, Japan)re, Japan)

(Teo et al., submitted)

Monthly Virtual Meetings in the Monthly Virtual Meetings in the Knowledge Society NetworkKnowledge Society Network

#14 from Hong Kong: "Bootst#14 from Hong Kong: "Bootstrapping to knowledge buildinrapping to knowledge building." g."

#15 from Singapore: "Fosteri#15 from Singapore: "Fostering Knowledge Building Comng Knowledge Building Communities - Potentials and Chamunities - Potentials and Challenges." llenges."

#24 - "Instructional Design an#24 - "Instructional Design and Teacher Roles." d Teacher Roles."

#27 - "Development of Knowl#27 - "Development of Knowledge Building Communities aedge Building Communities across the Knowledge Society cross the Knowledge Society Network." Network."

More at http://ikit.org/calMore at http://ikit.org/calendar.htmlendar.html

Researchers and practitioners from Asia

Western researchers and practitioners

• More concerns with contextual factors•Dialectical thinking (e.g., Teacher’s role)

Thanks!Thanks!

[email protected]@ikit.org

http://ikit.org http://ikit.org

Keyword AnalysisKeyword Analysis of of The Call for Proposals of Educational Science during the 10th 5-Year PlanThe Call for Proposals of Educational Science during the 10th 5-Year Plan

《全国教育科学“十五”规划课题指南》《全国教育科学“十五”规划课题指南》

EmpiricalEmpirical ：：实验、实证、调查实验、实证、调查 ComparativeComparative ：：比较比较 HistoricalHistorical ：：历史历史 PracticalPractical ：：现状、对策、战略、政策现状、对策、战略、政策 ConceptualConceptual ：：内涵、特点、关系、机制、内涵、特点、关系、机制、

理论理论

23 28 10

324

153

050

100150200250300350

Frequency ofkeywords

empiricalcomparativehistoricalpracticalconceptual

554 research items (e.g., strategies and policies on vocational education in rural areas) ：

博学博学之，审问之，慎思之，明辨之，笃行之，审问之，慎思之，明辨之，笃行之（《中庸》）之（《中庸》）

独学而无友，则孤陋而寡闻（《论语》）独学而无友，则孤陋而寡闻（《论语》）学以博之，思以精之，朋友以磨之学以博之，思以精之，朋友以磨之 (( 杨杨雄雄 ))

The construction of the framework of The construction of the framework of a discipline: a discipline:

bottom-up vs. top (definition of a bottom-up vs. top (definition of a discipline, define and differentiate discipline, define and differentiate basic terms, goals and standards) basic terms, goals and standards) downdown

Core concepts and principles vs. core Core concepts and principles vs. core relations/contradictionsrelations/contradictions

Why Not Experiments? Why Not Experiments?

The effect of a factor/treatment? The The effect of a factor/treatment? The answer is: It depends; Any factor cannot be answer is: It depends; Any factor cannot be examined alone;examined alone;

An experiment in a limited period of time An experiment in a limited period of time tell very little about the effect of an tell very little about the effect of an educational treatment;educational treatment;

Why do we need experimental/control Why do we need experimental/control studies if our theories and experiences studies if our theories and experiences have already led us to believe in a method? have already led us to believe in a method? (ethical issues with experiments vs. with (ethical issues with experiments vs. with control) control)


Social Network Analysis: Gaining Social Network Analysis: Gaining insight into the holistic structure insight into the holistic structure (Zhang et al., 2006)(Zhang et al., 2006)

Year 1

Year 2Year 3

Year 1

Year 2 Year 3

Multiple Approaches to Educational Research: The East vs. the West Jianwei Zhang SUNY-Albany.

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