This essay focuses on information in a more efficient manner. Educational experiences are not constant across cultures.

information in a more efficient manner.

, the schooling led the children to process information in a more efficient manner. Formal schooling affects how people think. Case Study: East Asians and Math Education If education affects how we think, we might expect that any differences in the ways cultures go about educating their children might lead to cultural differences in psychological processes. Educational experiences are not constant across cultures. Rather, how societies opt to educate their children reflects their implicit beliefs about what kinds of knowledge are most important, what kinds of learning styles should be encouraged, and what kinds of teaching styles are most effective. The educational strategies that a culture adopts influence the ways its citizens think

(Tweed & Lehman, 2002).

One way to investigate how schools affect the ways children think is to compare schools and students from different cultures in their performance in various subjects. Some subjects, such as reading and language arts, make for problematic comparisons across cultures because the languages, choice of reading materials, and writing styles often vary greatly across cultures. On the other hand, math is an especially SOCIAL IZAT ION THROUGH EDUCATION 197 appropriate subject for cross-cultural investigation

because everywhere you go the answers are the same. Not surprisingly, much research has explored math performance in various cultures around the world.

This research is very telling

about how our schooling shapes the way we think. One large-scale research program examined students’ performance on math tests, focusing on students who grew up in East Asia and those who grew up in the United States (Stevenson & Stigler, 1992). The researchers administered the same math exam. This is to groups of students in schools in cities in China, Japan, Taiwan, and the United States; the tests were match along a number of demographic characteristics. Both first-grade and fifth-grade students were compare across the four cultures. Figure 5.13 shows the performance of the schools on the math tests. Each dot in the figure represents the average performance for each of the schools. The figure shows a number of quite remarkable trends. Third, the cultural differences become even more pronounced as the children continue to participate in their respective educational systems. By the fifth grade, the best-performing U.S.

Details;

Firstly, be sober

Secondly, integrity

Thirdly, be straight

Further, run fast