Chinese teaching needs more critical and creative thinking
By Randy Pollock, Special to The Los Angeles Times
May 8, 2009, 10:44 am TWN
Which country — the United States or China — will make the 21st century its own?
When President Barack Obama recently called for American young people "to be makers of things" and focus on subjects such as science and engineering, it was partly a nod to China's rapid growth. Had he lived, taught and consulted in China for the past 33 months, as I have, he might have urged American students first to follow his example and study the liberal arts. Only technical knowledge complemented by well-honed critical and creative thinking skills can help us regain our innovative edge. China's traditional lack of emphasis on teaching these skills could undermine its efforts to develop its own innovative economy.
I once challenged my Chinese MBA students to brainstorm "two-hour business plans." I divided them into six groups, gave them detailed instructions and an example: a restaurant chain. The more original their idea, the better, I stressed — and we would vote for a prize winner. The word "prize" energized the room. Laptops flew open. Fingers pounded. Voices roared. Packs of cookies were ripped open and shared. Not a single person text-messaged. I had touched a nerve.
In the end, five of the six groups presented plans for, you guessed it, restaurant chains. The sixth proposed a catering service. Why risk a unique solution when the instructor has let it slip he likes the food business?
Although I admitted the time limit had been difficult, I expressed my disappointment and reiterated what I had expected — originality — and why. But they had been so enthusiastic that I couldn't deny them a winner. After a polite discussion of the merits of each idea, the Haagen-Dazs gift certificates were awarded, but not without controversy. Runners-up later complained that an identical concept had been featured on CCTV the night before.
My students weren't recent college grads. They were middle managers, financial analysts and marketers from state-owned enterprises and multinational companies. They occupied the space in the developing economy that has spawned a small industry of articles about "China's great talent shortage." Most were intelligent, personable men and women, not without talent or opinions, but they had been shaped by an educational system that rarely stressed or rewarded critical thinking or inventiveness.
The scenario I've described occurred in different forms throughout my two years at the school. Papers were routinely copied from the Web and the Harvard Business Review. Case study debates meant to be spontaneous were jointly scripted by the opposing teams and memorized. Students frequently posited that copying is a superior business strategy to inventing and innovating. When they considered the wealth that Chinese industry had amassed in such a short time, it was hard for them to believe otherwise.
Throughout the semesters, like students everywhere but more so, they wanted to know exactly what they needed to memorize for the mid-term and final. Considering it takes me a week just to commit several Chinese phrases to memory, I had to respect their skills.