Revisiting the Chinese Learner : Changing Contexts, Changing Education (CERC Studies in Comparative Education) <Vol. 25>

My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms - yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in 'progressive' western classrooms.