A Journey to the West Introducing the PYP into a Chinese National School
David Woolnough Educational Consultant Shi He PYP Coordinator Bejing Huijia Private School 2012年3月17日星期六
Our Hope • We hope this reflection will be valuable for leaders and practitioners who find themselves on the similar journey of bringing culture change.
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DISCLAIMER • Our untested theories have been shared in an endeavor to make meaning of our experience; make visible the invisible and provoke further discussion and questions.
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Acknowledgements •
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Our anecdotal reflection has :
•
incorporated research based ideas articulated by Fank T. Gallo in his book “ Business leadership in China.”
• •
insights of the artist: Liu Yang
•
benefited from the support of IBAP office and the Huijia school leadership and the staff.
•
given birth after vigorous discussion by us in the pursuit of “truth”.
philosophy in the book Wisdom of Confucius as translated and interpreted by Lin Yutang.
THE EXPERIENCE the introduction of PYP into a Chinese national private school.
• the school context • the journey(5 stages of the change) • paradoxes and cultural consideration (paradoxes from the book)
• Leadership and mangement • questions • acknowledgements 2012年3月17日星期六
The School
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2000&83/90
The School
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2000&83/90
30(722) The School
2012年3月17日星期六
2000&83/90
30(722) The School
19<8 2012年3月17日星期六
2000&83/90
30(722) The School
19<8 2012年3月17日星期六
! ? =>
2000&83/90
30(722) The School
19<8 2012年3月17日星期六
! ? =>
12, 12, 12
2000&83/90
30(722) The School
19<8
! ? =>
12, 12, 12
5300+930=6230 2012年3月17日星期六
THE JOURNEY (5 stages)
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STAGE 1: awareness and not engaged
different cultural perspectives and translation
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STAGE 2: courteous avoidance
understanding, uncertainty, deferred action
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STAGE 3: ENGAGEMENT
confronting the barriers
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STAGE 4: decision and action
a leap of faith
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STAGE 5: resolution complementary opposites
the future is resolving complimentary perspectives will it lead to a review of PYP program? 2012年3月17日星期六
THE EXPERIENCE cultural values and paradoxes
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national values
similar values but different weighting as follows
• • •
CHINESE VALUES Social order Harmony
• Collectivism (team)
• 2012年3月17日星期六
Benevolent Government
• •
WESTERN VALUES Equality
•Individualism • • •
Freedom Courage Democracy
personal values • • • • • • • 2012年3月17日星期六
CHINESE VALUES Modesty Insightfulness
Thoughtfulness Courteousness Respectfulness Virtuous ... Moral
• WESTERN VALUES • Curiosity
•critical creative thinking, and taking action
• open-mindedness • Reflective
Truth vs Courtesy
addressing problems
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Truth and Courtesy • In China courtesy is a higher value than truth.
• Truth can be sacrificed to courtesy to save the face and feelings of others .
• In the West truth has a higher value as sharing important information may be necessary for strategic action.
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cultural solutions • dealing with sensitive issues in a “one on one” situation.
• gaining the trust to enable people to be truthful
• China has a low-trust culture 2012年3月17日星期六
Empowerment vs Hierarchy • westerns: generally want to be empowered because it fosters the need to be independent and to “own” their jobs.
• Chinese: Leaders have the responsibility to decide what the tasks are and assign to the staff. The staff has the duty to undertake the tasks.
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Empowerment • western: help you to be independent • “ After a summer program, I always wave
goodbye to the kids. Some are laughing and some are crying. I know the laughing ones are our success”
• Confucius: encourages order and respect for authority.
• “if you can listen to me once, it will make both of our lives easier!!!”
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Challenges • Section B: Organization • Standard B1: Leadership and Structure • 7. the school carries out pragramme evaluation involving all stakeholders. --“Programme Standards and Practices”, Jan 1st, 2011
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Further Consideration • Shared mission (questionnaire) • collaboratively develop the policies with your staff
• how to encourage the leaders and the staff
to think strategically when they are used to be told what to do(How to manage up?)
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• taking the ownership of the program and empowering the staff to implement the program is problematic.
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Cultural solutions
• How to empower people? • How to adjust management after empowerment?
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Thinking
• chinese holistic thinking,internal construction
• western linear thinking, transparent construction
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holistic vs linear
• Chinese holistic thinking (breadth) • western linear thinking (deductive reasoning) 2012年3月17日星期六
Look at the figures on the tree.
first 30 seconds after the question...
Shade the one that represents how you feel in regards to the PYP at the moment.
Share with a partner. 2012年3月17日星期六
This picture is extracted from the hand book of a regional workshop in February 2012, Beijing
Look at the figures on the tree. Shade the one that represents how you feel in regards to the PYP at the moment.
Share with a partner. 2012年3月17日星期六
first 30 seconds after the question... i am here because...
This picture is extracted from the hand book of a regional workshop in February 2012, Beijing
I can not be on the top of the tree. Look atwill the figures People think am on theI tree. too proud. I can not be at the bottom, i Shade the one that will be so represents how you embarrassed. feel in regards to It feels like I the PYP atbut the am here moment. so he looks miserable... Gosh, tell me where i Share with a should be!
partner.
2012年3月17日星期六
first 30 seconds after the question... i am here because...
This picture is extracted from the hand book of a regional workshop in February 2012, Beijing
Internal and External construction
• Chinese “Wu” think independently（the depth of thinking）give a philosophical answer
• Western thinking will be reflected directly in their discussion share, refine and socially construct understandings
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Planning Essential Agreement (1)
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Planning Essential Agreement (1)
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Planning Essential Agreement (1I)
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Planning Essential Agreement (1I)
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Conceptual and Detail oriented • Chinese people think and speak conceptually • Western people tend to construct the concepts think in detail.
• “what do you do to manage students in groups”
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clear goals find the right time to guide your students clear assessment criteria positive comments 2012年3月17日星期六
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conceptual analyzation
facts activities and examples revised Bloom's Taxonomy
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Questions How can you translate that? How does thinking affect the PYP implementation?
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Leadership, management and the change
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leader
FIRST AMONG EQUALS DEMOCRATIC CONSULTATIVE 2012年3月17日星期六
RESPECTED BENEVOLENT AUTHORITY
Leadership and Management Continuity and Change
“See Saw” Analogy incorporate western practices to manage change and return to equilibrium 2012年3月17日星期六
• incorporate western practices to lead change
• visualizing the future and collaboratively developing strategic action plans
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QUESTIONS “to know what you know and what you don’t know is the characteristic of one who knows.” --- Confucius 500 BC
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Acknowledgements •
2012年3月17日星期六
Our anecdotal reflection has :
•
incorporated research based ideas articulated by Fank T. Gallo in his book “ Business leadership in China.” and drawn on the philosophy of Confucius as translated and interpreted by Lin Yutang.
•
benefited from the support of IBAP office and the Huijia school leadership and the staff.
•
given birth after vigorous discussion by us in the pursuit of “truth”.
Reference • • •
http://plato.stanford.edu/entries/plato-ethics/
• •
Chua,Amy, Battle Hymn of the Tiger Mother;The Penguin Press, New York;2011
• •
http://en.wikipedia.org/wiki/Yin_and_yang
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http://answers.yahoo.com/question/index?qid=20090211125651AAwO4Xy https://mtpyphbeijingfeb2012.wikispaces.com/file/view/Support+Docs +MTPYPH.pdf
Gallo, T. Frank, Business Leadership in China, how to blend best western practices with Chinese Wisdom; John Wiley & Sons(Asia)Pet. Ltd.
Yang, Liu; Presentation on East and West