| China has lagged behind the West in modern times in industry, economy, politics, science and technology. This research suggests that there is an educational reason, among other factors, that may account for China's underdevelopment. This study thus explores the relationship between the Chinese culture of learning and individual learner autonomy as they affect Chinese students' abilities to conduct independent exploration, free communication, and critical and creative thinking.; This research was carried out among students from 10 programs at Wuhan Normal University, China from 2000--2002. A descriptive analytical research model supported by statistics and case analysis is employed in this study. A careful analysis of the research results reveals that some key elements embedded in the Chinese culture of learning do not support individual learner autonomy. The cultural elements examined in this research are the following: (a) the Chinese view of the teacher as a person of great learning that prevents learners from being critical thinkers, (b) the Chinese value of "empty self" that negatively affects interpersonal communication, (c) the Chinese sense of face that produces low learner autonomy in error analysis, (d) the Chinese view of education for the nation that negatively impacts learner motivation for learner autonomy, and (e) the Chinese concept of knowledge as objective reality and power that discourages creation and generation of new ideas, and thus contributes to a low degree of creativity.; The study concludes that the existing Chinese culture of learning does not promote the notions, values and attitudes that are necessary for effectiveness in modern life, and its needs transformation. |
