Though Eastern and Western countries have contrasting educational systems, it’s not to say one is superior over the other. There is much to be reflected on within both systems, in turn understanding the cultures, beliefs and philosophies that underpin approaches in classrooms and universities.

雖然東方和西方國(guó)家有不同的教育體系，但這并不是說(shuō)一個(gè)國(guó)家比另一個(gè)國(guó)家優(yōu)越。在這兩種體系中都有很多值得反思的地方，反過(guò)來(lái)，我們也要了解構(gòu)建他們學(xué)校教育方法的文化、信仰和哲學(xué)。

I went to school in Singapore, Malaysia and Australia, and my learning experience in South-East Asia was vastly different compared to Down Under.

我在新加坡、馬來(lái)西亞和澳大利亞都上過(guò)學(xué)。我在東南亞的學(xué)習(xí)經(jīng)歷與澳大利亞截然不同。

Learning can be defined as ‘the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something.’ You learn the basics of language, numbers and science at school. You gain more specialised knowledge at university. Then there is learning outside of the classroom through socialising, traveling, life lessons and experiences.

學(xué)習(xí)可以被定義為“通過(guò)觀察、實(shí)踐、被教導(dǎo)或經(jīng)歷某事獲得知識(shí)或技能的活動(dòng)或過(guò)程”?！澳阍谥行W(xué)校里可以學(xué)到有關(guān)語(yǔ)言、數(shù)字和科學(xué)的基礎(chǔ)知識(shí)，而你在大學(xué)里獲得更多的專業(yè)知識(shí)。此外，你還可以通過(guò)社交、旅行、生活課程和生活經(jīng)歷等方式在課堂之外獲得知識(shí)。

Different people and cultures learn differently, and so naturally there are different approaches to learning as a student in particularly within formal educational settings. Here are some differences between Eastern and Western learning styles in the context of schools and universities.

不同文化推崇不同的學(xué)習(xí)方式，所以作為一個(gè)學(xué)生，自然有不同的學(xué)習(xí)方法，尤其是在正規(guī)的教育環(huán)境中。以下是東西方學(xué)習(xí)方式在中小學(xué)校和大學(xué)背景下的一些差異。

1. Learning is a ‘struggle’

1. 學(xué)習(xí)是一場(chǎng)"斗爭(zhēng)"

Eastern and Western cultures define ‘struggle’ differently when it comes to learning. In Eastern cultures, there is the emphasis that learning and studying is a serious activity. When you struggle throughout a subject or course, then it is considered that you are actually learning. Confucianism is rooted in many Eastern societies and the virtues of moral righteousness, filial piety and loyalty highly influence their education systems.

在學(xué)習(xí)方面，東西方文化對(duì)"斗爭(zhēng)"的定義是不同的。東方文化強(qiáng)調(diào)學(xué)習(xí)和研究是一項(xiàng)嚴(yán)肅的活動(dòng)。當(dāng)你全神貫注的學(xué)習(xí)一門學(xué)科或課程時(shí)，你就會(huì)被認(rèn)為是態(tài)度很認(rèn)真。儒家思想根植于許多東方國(guó)家的社會(huì)，道義、孝道和忠誠(chéng)等美德對(duì)他們的教育體系產(chǎn)生了很大的影響。

Dr Jin Li compares learning concepts in her book Cultural Foundations of Learning: East and West and suggests many Chinese students follow Confucian learning traditions, seeing learning as a means to bring honour to one’s self, family and society. According to Li, for Chinese cultures learning is a life purpose and the purpose of learning is to ‘self-perfect and contribute to others at the same time’ whereas for many Westerners ‘curiosity about the external world is the inspiration for knowledge.’

李瑾博士在她的書(shū)《學(xué)習(xí)的文化基礎(chǔ):東方和西方》中比較了二者的學(xué)習(xí)理念，并建議許多中國(guó)學(xué)生遵循儒家的學(xué)習(xí)傳統(tǒng)，將學(xué)習(xí)視為一種為自己、家庭和社會(huì)帶來(lái)榮譽(yù)的手段。她說(shuō)，在中國(guó)文化中，學(xué)習(xí)是為了實(shí)現(xiàn)人生的目標(biāo)，是為了“自我完善，同時(shí)為他人做出貢獻(xiàn)”，而對(duì)許多西方人來(lái)說(shuō)，對(duì)外部世界的好奇心才是獲取知識(shí)的動(dòng)力。

During secondary school in Singapore, my classmates and I often struggled to get every question in our maths and science classes right. We frantically put our heads together and scribbled steps on paper trying to derive some progress as the teacher waited for the right answers. Shameful not to get the answer right but much pride in intellectual struggle towards eventually get the answer, showcasing a reflection of strength and what your Asian upbringing instilled in you.

在新加坡讀中學(xué)的時(shí)候，我和同學(xué)們經(jīng)常努力把數(shù)學(xué)和科學(xué)課上的每一道題都答對(duì)。在老師等待正確答案的時(shí)候，我們聚在一起，在紙上快速地寫下步驟，試圖取得一些進(jìn)展。沒(méi)有得到正確的答案是很丟人的，而且學(xué)生們會(huì)對(duì)最終得到答案的智力斗爭(zhēng)的勝利感到自豪，因?yàn)檫@展示了他們的力量和亞洲教育灌輸給他們的東西。

When I moved to Australia, secondary school here had a more relaxed approached to learning. If you couldn’t derive the correct answer in class or on a test, it was often seen that you simply weren’t good in that area or an area not of your interest.

當(dāng)我搬到澳大利亞時(shí)，這里的中學(xué)有一種更輕松的學(xué)習(xí)方式。如果你在課堂上或考試中不能得出正確的答案，人們通常認(rèn)為你只是在那個(gè)領(lǐng)域不擅長(zhǎng)或不感興趣罷了。

2. Creativity vs. science

2. 創(chuàng)造力vs科學(xué)

Some subjects and courses are chosen more over others among different cultures. In Eastern cultures, study choices are often characterised by their practical application in life. Studying medicine, accounting and law are often the choices that measure up to parental expectations and peers, the more common pathways to sustainable livelihoods.

在不同的文化中，有些科目和課程的選擇人數(shù)會(huì)比其他科目和課程要多。在東方文化中，人們選擇學(xué)習(xí)科目通常會(huì)關(guān)注其在生活中的實(shí)際應(yīng)用。學(xué)習(xí)醫(yī)學(xué)、會(huì)計(jì)和法律往往是符合父母和同齡人期望的選擇，是獲得可持續(xù)生計(jì)的更常見(jiàn)途徑。

In Western cultures, choosing what to study involves more of, ‘What are you interested in? What do you enjoy doing?’ It’s no surprise that there is a wider variety of arts and humanities studies in the Western world.Creativity is generally a stronger trait among Westerners. When it comes to the more imaginary and visionary interests, expressing creativity and critical thinking is usually harder for those from Eastern cultures.

在西方文化中，選擇學(xué)習(xí)什么更多地取決于"你對(duì)什么感興趣？你喜歡做什么？"所以毫無(wú)疑問(wèn)，在西方會(huì)有更多種類的藝術(shù)和人文學(xué)科研究。西方人通常更有創(chuàng)造力。當(dāng)涉及到更需要想象力和前瞻性眼光的問(wèn)題時(shí)，來(lái)自東方文化的人通常更缺乏創(chuàng)造力和批判性思維。

When I was doing graduate studies in psychology in Australia, one of the assignments involved reflective writing about personal growth. As the tutor explained the assignment, an international student from Vietnam asked, ‘Is there a sample essay we can refer to? To get a better idea?’ To which the Caucasian tutor very bluntly stated matter-of-factly, ‘No. There isn’t. We don’t offer sample essays or templates as we don’t want to stifle creativity.’

當(dāng)我在澳大利亞讀心理學(xué)研究生時(shí)，其中一項(xiàng)作業(yè)涉及關(guān)于個(gè)人成長(zhǎng)的反思性寫作。在導(dǎo)師講解作業(yè)要求的時(shí)候，一個(gè)來(lái)自越南的國(guó)際學(xué)生問(wèn):“為了更好的理解，有沒(méi)有范文可以參考?”這位白人輔導(dǎo)員非常直截了當(dāng)?shù)卣f(shuō):“不。沒(méi)有。我們不提供范文或模板，因?yàn)槲覀儾幌攵髿W(xué)生們的創(chuàng)造力?！?/b>

3. Learning habits

3. 學(xué)習(xí)習(xí)慣
原創(chuàng)翻譯：龍騰網(wǎng) http://www.top-shui.cn 轉(zhuǎn)載請(qǐng)注明出處


Where passive learning is common in Eastern cultures, active learning is encouraged in the West. In collective-oriented Eastern societies, it is respectful to show obedience to seniority: teachers are esteemed with the authority to impart knowledge and listening to the teacher is often the silent rule. Western communities are generally more individualistic driven, more direct about speaking up and so sharing ideas in the classroom is normal.

被動(dòng)學(xué)習(xí)在東方文化中很常見(jiàn)，而主動(dòng)學(xué)習(xí)在西方文化中更受到推崇。在以集體為導(dǎo)向的東方社會(huì)，對(duì)資歷的服從是一種尊重：老師被尊為傳授知識(shí)的權(quán)威，認(rèn)真聽(tīng)老師講課往往是不成文的規(guī)矩。而西方社會(huì)通常更注重個(gè)人主義，更直接地發(fā)表意見(jiàn)，因此在課堂上分享自己的想法是很正常的。

Rote learning goes hand-in-and with passive learning among South-East Asian students. Repetition and memorisation are often the techniques adopted to get the answers right in class. While this may encourage perseverance to work towards solutions, there tends to be a lack of meaningful learning which entails making connections and understanding how concepts are weaved together.

在東南亞學(xué)生中，死記硬背的學(xué)習(xí)與被動(dòng)學(xué)習(xí)的學(xué)習(xí)方式是相輔相成的。在課堂上，不斷重復(fù)和死記硬背通常是獲得正確答案的方法。雖然這可能會(huì)對(duì)培養(yǎng)學(xué)生堅(jiān)持不懈的品質(zhì)有所幫助，但往往缺乏很難將學(xué)到的知識(shí)融會(huì)貫通并形成體系，所以很難稱之為有意義的學(xué)習(xí)。

My mum championed rote learning, insistent that I practised mathematics questions in the revision books until I got each one right. She often went, ‘This is wrong! And this is wrong again! And here is wrong too! Practise again and show me the correct answer!’ And so the writing out of the formulas began again.

我的媽媽也支持死記硬背，堅(jiān)持讓我不斷重復(fù)做書(shū)里的數(shù)學(xué)題，直到每一道題都答對(duì)為止。她經(jīng)常說(shuō):“這是不對(duì)的!這又錯(cuò)了!這里也是錯(cuò)的!再練習(xí)一遍，告訴我正確的答案!“于是，我只能又開(kāi)始書(shū)寫公式。

4. After-school activities

4. 課外活動(dòng)

Keeping up academic productivity is the norm when you’re growing up Asian compared to the typical laid-back Aussie way of life. Attending tuition lessons outside of classes is common in Asian countries. The saying ‘burning the midnight oil’ is used here to refer to staying up late studying, getting all homework, worksheets, exercises and practice tests done.

與典型的澳大利亞悠閑的生活方式相比，追求學(xué)習(xí)效率是亞洲人在成長(zhǎng)過(guò)程中的常態(tài)。課外補(bǔ)習(xí)在亞洲國(guó)家很常見(jiàn)?！伴_(kāi)夜車”這個(gè)說(shuō)法在這里指的是熬夜學(xué)習(xí)，把所有的家庭作業(yè)、練習(xí)題和模擬測(cè)試都做完。
原創(chuàng)翻譯：龍騰網(wǎng) http://www.top-shui.cn 轉(zhuǎn)載請(qǐng)注明出處


Learning piano is also highly encouraged as an extra-curricular activity in traditional-minded Asian households: a symbol of prestige, opportunity and something to put on the university application.

在傳統(tǒng)的亞洲家庭中，學(xué)習(xí)鋼琴也作為一項(xiàng)課外活動(dòng)被高度推崇：它象征著一個(gè)人很博學(xué)，很有修養(yǎng)，同時(shí)也可以作為一項(xiàng)榮譽(yù)幫助你申請(qǐng)?jiān)诿拼髮W(xué)就讀。

In contrast with many Caucasians in Australia, juggling a job while you are still at school or university is common. Some do so to get work experience, and others do so to be individually self-reliant and pay student bills (whereas there are well-to-do Asian parents who provide the financial assistance including the tuition fees until you’ve finished university).

相比之下，澳大利亞的許多白種人在學(xué)校或大學(xué)期間同時(shí)工作是很常見(jiàn)的。一些人這樣做是為了獲得工作經(jīng)驗(yàn)，另一些人這樣做是為了獨(dú)立支付學(xué)費(fèi)(然而，有些富裕的亞洲父母會(huì)提供經(jīng)濟(jì)援助，包括直到你完成大學(xué)學(xué)業(yè)的學(xué)費(fèi))。

5. Benchmarking and awards

5. 基準(zhǔn)及獎(jiǎng)項(xiàng)

Being at the top of the class is admired within Asian cultures while in Western cultures, the experience of learning is what matters more. For many with strict Asian upbringing, there is often sitting exams and passing with distinction. It’s akin to the pathway of success and a potential of what else you can potentially achieve.

在亞洲文化中，名列前茅是令人羨慕的，而在西方文化中，學(xué)習(xí)的過(guò)程更重要。對(duì)于許多受過(guò)嚴(yán)格的亞洲教育的人來(lái)說(shuō)，參加考試并以優(yōu)異的成績(jī)通過(guò)考試往往很重要。它類似于通往成功的道路，以及意味著你有可以實(shí)現(xiàn)其他成就的潛力。

When you come from a white Australian family, chances are there’s minimal fuss about getting a pass grade across your subjects. There’s more of a focus on the development of soft skills and taking charge of what you actually want to do in life, be it backed by education or other experiences.

如果你來(lái)自一個(gè)澳大利亞白人家庭，那么你很有可能不會(huì)為自己的各科成績(jī)是否及格而大驚小怪。而更多的是關(guān)注自身各項(xiàng)技能的發(fā)展，以及去做你真正想在生活中做的事情，無(wú)論是上課還是其他經(jīng)歷。

My Chinese parents adorn their living room with photos of me in my graduation gown and holding the testamur. Graduating with a degree is something that they are proud of. As dad said, ‘Not everyone has a degree!’

我的中國(guó)父母用我穿著畢業(yè)禮服拿著畢業(yè)證書(shū)的照片裝飾他們的客廳。我拿到學(xué)位畢業(yè)是他們引以為傲的事情。就像我的爸爸說(shuō)的，“不是每個(gè)人都能獲得學(xué)位!”

* * *
While learning approaches are shaped by cultural upbringing and beliefs, learning is also very much an individual experience. That is, learning itself is a choice you make – it is up to you if and how you learn. Different people learn differently in varying circumstances, and you may find yourself adopting different learning approaches on different occasions.

雖然學(xué)習(xí)方法受到文化和信仰的影響，但學(xué)習(xí)在很大程度上也是一種個(gè)人經(jīng)歷。也就是說(shuō)，學(xué)習(xí)本身就是你的選擇——是否學(xué)習(xí)以及如何學(xué)習(xí)取決于你自己。不同的人在不同的環(huán)境下學(xué)習(xí)的方式不同，你可能會(huì)發(fā)現(xiàn)自己在不同的場(chǎng)合也會(huì)采用不同的學(xué)習(xí)方法。

When you learn be it at school or later in life, some concepts are harder to grasp while others resonate more with you. Consequently, the path of learning you choose and learning in itself shapes personality and future.

當(dāng)你在學(xué)?；蛏钪袑W(xué)習(xí)時(shí)，有些概念可能讓你感到很難掌握，而另一些概念則更能引起你的共鳴。因此，你選擇的學(xué)習(xí)道路可能也就決定了你的個(gè)性和未來(lái)。

In Eastern cultures when you’re older, ‘not knowing’ is often seen as a weakness and learning may come from a place of lack and shame. With Western cultures, learning to gain knowledge is seen as curious.

在東方文化中，當(dāng)你長(zhǎng)大后，說(shuō)出“不知道”往往會(huì)感到很羞恥或感到自己知識(shí)很匱乏。而在西方文化中，學(xué)習(xí)并獲取知識(shí)是為了滿足自己的好奇心。

When I returned to university and studied psychology out of interest, I shared that with friends and colleagues here. The most common response I got was, ‘That’s interesting! How is it related to your job?’

當(dāng)我回到大學(xué)，出于興趣學(xué)習(xí)心理學(xué)時(shí)，我與一些朋友和同事分享了我的這一選擇。我得到的最常見(jiàn)的回答是，“這很有趣!””這對(duì)你的工作能有什么幫助?”

Hearing that response, it felt like I had to justify that what I was studying was an investment towards a tangible, practical outcome. People tend to relate choosing to study as a means to an end or else it’s a waste of time. But that’s not how I see learning all the time.

聽(tīng)到這樣的回答，我覺(jué)得我必須說(shuō)明，我所選擇學(xué)習(xí)的內(nèi)容是一項(xiàng)投資，是為了獲得一些我想要的切實(shí)的東西。人們傾向于把學(xué)習(xí)作為達(dá)到目的的手段，否則就是浪費(fèi)時(shí)間。但我并不總是這樣看待學(xué)習(xí)。

As Bruce Lee said:
‘Learning is a constant process of discovery – a process without end.’
Do you like learning? What have you recently learned?

正如李小龍所說(shuō):“學(xué)習(xí)是一個(gè)不斷發(fā)現(xiàn)的過(guò)程——一個(gè)永無(wú)止境的過(guò)程?！蹦阆矚g學(xué)習(xí)嗎?你最近學(xué)到了什么?