ABSTRACT
An interesting and valuable attempt to address issues of learning and its accreditation from a perspective informed by this tradition is to be found in:
Fraser, W (1995) Learning From Experience: Empowerment of Incorporation? NIACE, Leicester
On approaches to learning in Chinese and ‘Confucian heritage’ cultures, the work of Biggs and his associates is critical. This concentrates largely on learning in school and undergraduate education:
Watkins, D and Biggs, J (1996) The Chinese Learner: Cultural, Psychological and Contextual Influences, Comparative Education Research Centre, Faculty of Education, University of Hong Kong, Hong Kong; Australian Council for Educational Research, Melbourne
Watkins, D and Biggs, J (2001) Teaching the Chinese Learner: Psychological and pedagogical perspectives, University of Hong Kong Comparative Education Research Centre, Hong Kong
Useful works which touch on the social and cultural context of (though not learning as such in) Chinese and Confucian-heritage cultures, and give useful pointers on further reading, include:
Nish, I, Redding, G, and Ng, S H (eds) (1996) Work and Society: Labour and Human Resources in East Asia, Hong Kong University Press, Hong Kong
Tan, J, Gopinathan, S, and Ho, W K (eds) (1997) Education in Singapore: A Book of Readings, Prentice-Hall, Singapore
Amongst the classic texts on the theory of self-directed learning, see: Houle, C O (1972) The Design of Education, Jossey-Bass, San Francisco Houle, C O (1984) Patterns of Learning, Jossey-Bass, San Francisco Knowles, M (1975) Self-Directed Learning: A Guide for Learners and Teachers,
Association Press, New York For further reading on the practice of self-directed learning, from both the
teacher’s and the learner’s point of view, the following contain much useful detail:
Brookfield, S (ed) (1985) Self-Directed Learning: From Theory to Practice (New Directions for Continuing Education), Jossey-Bass, San Francisco
