Affective domain is believed globally to be one of the main areas of human
experience and development. While affective education is generally valued as a
significant aspect of education, its interpretation and realization may vary across
countries and cultures. The primary purpose of the present research is to investigate
how affective education is conceptualized and implemented in contemporary China.
To achieve such an aim, a qualitative case study was conducted in the capital city of
Guangdong Province- Guangzhou. A middle school in the city with uniqueness in its
practice of affective education was selected as the case school for study. Fieldwork
was carried out from the year of 2005 to 2007 to investigate the perceptions of school
leaders, teachers and students about the concept and practice of affective education.
Multiple methods were employed in this research. Data were drawn from in-depth
interviews with the present and former school principal, Communist Party Secretary
at school, teachers and students of the school. Evidence was also collected via on-site
observations, analysis of textbooks, learning materials and school documents. A
shadowing approach of observation to the principal was also launched. A total of 42
informants were interviewed and 25 sessions of participant and non-participant
observations were conducted in the campus. Different sources of the data were
categorized, thematically analyzed, and triangulated. The functions, content elements
and the practice of affective education were identified. Findings showed that affective
education was implemented in the name of Meiyu which meant aesthetic education in
its broadest sense. The salient functions and content of Meiyu as affective education
were closely related to character formation and Chinese traditional values as well as
political ideology. An essential feature of centralized management of affective
education in a collectivistic culture was also illuminated in the study. The findings
revealed the essential class teachers’ pastoral task of being role models for character
development and providing comprehensive care and support to individual student and
at class level. It was also affirmed that time-honoured moral values were particularly
dominant for creating school climate in a Chinese context. The provision of affective
education as shown in this study involved a direct concern for the moral development
of students. Playing the role as an agent imparting moral values, affective education in
China cultivates a unique affective experience- Chinese affect to nurture moral
individuals with the ultimate goal of serving the interests of the collective. The unique
approach of implementing affective education in a Chinese pastoral care structure also
witnesses the tension of regulation of self versus liberation of self. While this study
reaffirms mainland theorists’ framework about affective moral education, it also
informs the extant theories of affective education that though affective education in
the East and the West are concerned about enhancing students’ affective development,
they differ much in their emphasis. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/146126 |
| Date | January 2011 |
| Creators | Cheng, Kai-yuen., 鄭啓員. |
| Contributors | Hui, EKP, Law, WW |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | English |
| Detected Language | English |
| Type | PG_Thesis |
| Source | http://hub.hku.hk/bib/B47229998 |
| Rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works., Creative Commons: Attribution 3.0 Hong Kong License |
| Relation | HKU Theses Online (HKUTO) |
Page generated in 0.0021 seconds