A proposed international matrix for comparison and commoditization of international tertiary educational models

• In Event: Poster session I
  In Poster Session: Poster session 1

Proposal

Change in international education must not outpace the terminology used by educators to analyze and discuss it or to commoditize and market it.
Western hegemony of tertiary educational models is now challenged by Confucian models of the East, resurgent neo-Marxist models and other ethnic, nationalist, religious, geographic and sexual forces that seek to promote, and market educational models reflecting their values.
As in all international competitions, competitive advantages wax and wane. Until recently, the Eastern, Confucian educational model was widely dismissed as one whose transparent corruption and rote memorization disqualified it beyond its national borders. (Murphy, 1987) Though such criticism continues (e.g., Zhao, 2014), the bulk of current evaluation now casts it in more favorable terms regarding teleological organization, epistemology, teacher-learner relations, learner listener skills, and even its production of learner “critical and higher order thought.” (e.g., Li, 2012).
The Western tertiary educational model growing out of Deweyan notions of learner directed democratic collectivism has recently been heavily influenced by Freirean/Marxian notions of class conflict (McLaren, P. 1999). No doubt, other international models experience modification in similar ways though involving different directions.
Such model mutations present educators with the challenge of ensuring that theoretical discussion, analysis and commoditization of educational models reflect present educational facts on the ground in terms of new developments and relative power of social forces that supporting each model.
To render the myriad of tertiary educational models offered on the international market readily comparable by educational observers and marketeers, it seems three elements are wanting; a consensus list of the major competing international tertiary educational models, a consensus set of quintessential characteristics relevant to analysis and presentation of these models, and current research sufficient to profile each competing model within the context of the chosen characteristics.
The first two elements occupy the attention of research. Regarding the first element, it is suggested that the dominant, competitive, international tertiary educational models of 21st century education are: 1. The Western secular model infused with positivist, Platonic, Deweyan and Freirean notions; 2. The Eastern Confucian-influenced model; 3. The mostly Western, feminist-Marxist influenced, secular model; 4. The madrassa derived, Muslim-influenced model; 5. The traditional African Ubuntu collectivist model; and 6. Judeo-Christian models, particularly those of the Jewish Yeshiva or Christian evangelical traditions.
Regarding the second element, it is suggested that the following be included as quintessential elements of each of the models: 1. teleological-purpose; 2. epistemology; 3. teacher-learner relationship; 4. type of “higher-order” thought sought by each model; 5. role of learner listening and learner speech; 6. major pedagogical preferences; 7. balance of individualism versus collectivism; and 8. dominant learner motivation approach.
This research seeks conferee input regarding both the purpose of this inquiry as well as the adequacy of its approach and posits that rendering the major competing international educational models subject to coherent analysis and examination is important both to those seeking to define and then achieve educational excellence as well as to those forces seeking to commoditize them.

Author

• Shu-Chen Tsai, University of Toronto