Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17306
Title: Chinese Parents' Role Modeling: Promoting Gratitude
Contributor(s): Li, S  (author)orcid 
Publication Date: 2015
DOI: 10.1080/00094056.2015.1047310
Handle Link: https://hdl.handle.net/1959.11/17306
Abstract: While formal education takes place in schools, informal education-specifically education in cultural and societal spheres-is largely the domain of families. Character education, which is an element of both formal and informal education, teaches children the morals, values, and attributes of their cultures. It can take many forms, depending on the cultural context. Some cultures value independence and self-determination, while other cultures place more importance on relationships and group harmony. China's one-child policy, implemented at a time when the country was experiencing rapid modernization and urbanization, has contributed to a shift in Chinese culture, especially among younger generations. According to the author, filial piety, a Chinese custom in which elders are granted great respect and their thoughtful care in their latter years is entrusted to their children, has been eroded by the child-focus of parents affected by the one-child policy. In this article, the author examines this phenomenon in the context of the philosophy and literature of morality and justice and gives recommendations for restoring gratitude in China's younger generations.
Publication Type: Journal Article
Source of Publication: Childhood Education, 91(3), p. 190-197
Publisher: Routledge
Place of Publication: United States of America
ISSN: 0009-4056
2162-0725
Field of Research (FOR): 170109 Personality, Abilities and Assessment
170103 Educational Psychology
130102 Early Childhood Education (excl Maori)
Socio-Economic Objective (SEO): 930104 Moral and Social Development (incl. Affect)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Humanities, Arts and Social Sciences

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