ABSTRACT
A survey of a sample of teacher educators, most of whom received postgraduate training in Western countries, was conducted in order to ascertain the extent to which Western theories are adopted or adapted in teacher education and educational research practices at the Institute of Education in Singapore. Theories were found to exert considerable influence, especially in educational research. However, the conception of theories ranged from being rather vague or nebulous to being more precise or scientific paradigms for explaining phenomena and predicting behaviour. By and large, Western theories were perceived as acceptable, with some modifications, especially in adjusting to Eastern culture and the Singaporean context. Two major differences between Western theories and Eastern thoughts were highlighted: (a) humility in learning from the teacher as a respected authority is regarded as a virtue in the East, and (b) there is a general preference for a more holistic and integrative approach to knowledge, rather than the compartmentalised and analytical approach often evident in Western theories. Three main factors which are likely to affect the adoption or adaptation of Western theories were identified: (a) ‘pragmatism’ in accepting whatever seems to work, together with the associated emphasis on ‘eclecticism’, (b) ‘multi-culturalism’ in catering to the peculiar racial, religious and linguistic mix in Singapore's population, with the associated emphasis on ‘bilingualism’, and (c) ‘credentialism’ in the preoccupation with the paper chase to the possible neglect of the intrinsic value and enjoyment in learning, together with the associated emphasis on ‘kiasuism’, a syndrome related to the fear of losing out. The paper concludes with a call for the combined effort of Eastern and Western scholars not only to study how Western theories could be made more relevant in Singapore but also to try to develop more indigenous theories based on Eastern thoughts and prevailing Singaporean beliefs and practices.
