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I am half Chinese and half
Norwegian, ethnically. However, I was born and raised in Calgary,
Canada. Like a lot of metropolitan Canada, Calgary has a large
ethnically Chinese population, and there are private schools which teach
in traditional Chinese ways, stylistic and linguistic. I went primarily
to the public schools here for everything, except for Cantonese which I
studied at one of these schools on Saturdays (my dad, from Hong Kong,
pretty much considered Mandarin to be for peasants).
I can
definitely attest to the Chinese-style schools being heavily rote-based,
regimented, and inflexible in structure. Grammar (something I've been
told I've very lenient and atypical with in English) was literally
taught by writing out the same sentence a hundred times, and then moving
on to another one to be written a hundred times.
However, I can
also say similar things to the Canadian style of teaching. While in the
Chinese style, it was rote by design, in the Canadian style
rote-learning was pervasive through the actions of students themselves
while the system itself was intended to foster creativity. Through high
school, my best friend and I went back and forth for the highest
average; he would eventually be valedictorian beating me by a solid 1.5%
for final cumulative average. And to this day, still friends, I bug him
about it: because he didn't know half of what he did. I tutored him the
whole way through. He learned near-strictly by memorization.
But
as for creativity here now, both in Mechanical Engineering at the U of
C, we've both won design competitions. And to risk sounding arrogant,
both with ideas I would consider quite novel. I think it's fair to say:
how we learned (and learned to learn) in primary school has had little
impact on creativity in either of us. And if you look at the OECD, their
statistics tend to agree. Japan and South Korea are among the most
innovative economies on earth, but so too are Sweden and Finland.
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