Arini Junaeny, Fatmawati Fatmawati

Implementation of Classical Chinese Philosophical Values to Contemporary Chinese Language Learning in Indonesia

Introduction

Implementation of classical chinese philosophical values to contemporary chinese language learning in indonesia. Discover how classical Chinese philosophical values (Confucianism, Taoism, Legalism) integrate into Mandarin language learning in Indonesia, fostering moral values implicitly & explicitly.

Abstract

This study aims to explore how classical Chinese philosophical values can be integrated into Mandarin language learning in Indonesia. This research used qualitative approach, The data was collected through interviews and open questionnaire. The main technique used was semi-structured interviews with open-ended questions to gain in-depth understanding from participants. The informants consist of five university teachers in Indonesia, 5-7 years of teaching experience. Open questionnaire was distributed to students of Chinese study programs in Indonesia. The study reveals that the integration of Chinese philosophical values—particularly Confucianism, Taoism, and Legalism—into education in Indonesia occurs through both implicit and explicit approaches. Implicit implementation is more prevalent, where moral values such as ethics, justice, honesty, wisdom, trust, humanity, and respect are naturally embedded in daily learning interactions. Explicit implementation is primarily confined to specialized courses, such as Chinese literature, culture, and philosophy, where classical texts, proverbs, and case studies are used to teach philosophical concepts.

Review

The submitted abstract outlines a timely and culturally significant study exploring the integration of classical Chinese philosophical values into contemporary Mandarin language learning in Indonesia. This topic is particularly relevant given the growing emphasis on holistic language education, which acknowledges that language is deeply intertwined with culture and thought. By focusing on the Indonesian context, the research offers valuable insights into how such integration manifests in a specific non-Sinophone environment, potentially informing pedagogical practices beyond its immediate scope. The aim to explore *how* these values (Confucianism, Taoism, Legalism) are implemented promises a nuanced understanding of current educational approaches. The study employs a qualitative methodology, drawing data from semi-structured interviews with five university teachers in Indonesia and open questionnaires distributed to students of Chinese study programs. This dual approach—gathering perspectives from both educators and learners—is a strength, offering different vantage points on the integration process. The core findings reveal that philosophical values are integrated through both implicit and explicit means. Implicit implementation, identified as more prevalent, involves the natural embedding of moral values such as ethics, justice, honesty, and respect within daily learning interactions. Explicit integration, conversely, is primarily confined to specialized courses like Chinese literature, culture, and philosophy, utilizing classical texts, proverbs, and case studies to convey philosophical concepts. While the abstract presents intriguing findings, certain methodological details warrant further clarification for a comprehensive evaluation. The sample size of five teachers, while appropriate for in-depth qualitative inquiry, might limit the generalizability of findings across diverse Indonesian educational institutions. Crucially, the abstract does not specify the number of student participants who completed the open questionnaire, making it difficult to assess the breadth of student perspectives captured. Future iterations of this research could benefit from a larger and more diverse teacher sample, a clear indication of student participation, and perhaps a deeper exploration into the specific pedagogical challenges and successes associated with both implicit and explicit value integration. Further research might also consider investigating the perceived impact of these integrated values on students' linguistic proficiency, cultural understanding, or personal development.

Full Text

Comments

You need to be logged in to post a comment.