ABSTRACT
The ancient Confucian education tradition is a well-researched example of successful formalistic teaching delivering high levels of student achievement. Confucianism did not lead to scientific epistemology, but its moral philosophy gave rise to a pedagogical paradigm based on teaching of truths revealed in classical texts. The heritage of formalistic pedagogy continues to dominate in schools. Since 2001, policy had been for teachers to pay more attention to student learning, with a curriculum approach that encourages more active student involvement in lessons. Field studies have shown the policy has not been implemented in classroom practice much beyond apparently increased attention to closed questioning to check student engagement in lessons. The evidence is of an apparently stable and widespread approach to formalistic classroom teaching in primary and secondary school, supported by institutionalised practices for teachers to develop within formalism. The effect of progressive policy has actually been to upgrade the level of formalism rather than to adopt a progressive teaching style. Fifteen years of mild policy change do not seem to carry the potential or demonstrate a need to alter dramatically well over 2,000 years of formalistic classroom tradition.
