将被动态度与儒家思想联系起来会有点说远了，但亚洲的课堂行为，从韩国到马来西亚，似乎确实有一些儒家思想的基础，正如Kang&Chang（2016）所说明的那样。然而，少数说法是有根据的。

The paper by Bahtilla & Hu (2021) attempts to explore the educational thought of Confucius and its influence on the contemporary educational system in China. Confucius advocated for education for all which was an objective of Communism for both China and Russia. Confucianism is concerned with moral development, obedience, and social organization for a community and these principles are influential in contemporary Chinese society which extends to education. Thus the values of duty and loyalty (filialityin the case of parenting) are cultivated in the Chinese curriculum which is very nationalistic.

巴赫蒂拉和胡（2021）的论文试图探讨孔子的教育思想及其对中国的当代教育系统的影响。孔子提倡全民教育，这是中国和俄罗斯共产主义的目标。儒家思想关注一个社会的道德发展、服从和社会组织，这些原则对中国的教育社会有影响。因此，责任和忠诚的价值观在中国人得到了培养，它是非常民族主义的课程。

The emphasis on moral development includes respect for elders and authority which establishes a social harmony from the perspective of Confucianism. The pursuit of knowledge is an obligation for the advancement of the community and for personal (moral) development.

道德发展的重点包括对长者和权威的尊重，从儒家的角度建立社会和谐。追求知识是促进社会发展和个人（道德）发展的一种义务。

As to individual student needs (even appealing to a Confucian context) overall, one has to appreciate the relationship between a student's competence in English and their perception of their competence. In particular, there is the Asian perspective of "face". Asian students are much more adverse to their own mistakes, in a classroom, than are Western students. This reality can be accommodated by the teacher refraining from open-ended questions where a question may be addressed from multiple contexts. A question of the form "what do you think of geography" (or any other subject) is not particularly useful in an Asian classroom. Questions such as "what are some advantages of understanding geography" tend to be better suited to any classroom situation.

就个人学生的总体需求而言（甚至是对儒家背景的吸引力），人们必须理解学生的英语能力和他们对自己能力的看法之间的关系。尤其是亚洲的“面子”。在课堂上，亚洲学生比西方学生更反对自己的错误。这一现实可以通过教师避免开放式问题来适应，在开放式问题中，一个问题可以从多种背景中解决。形式诸如“你对地理有什么看法”的问题在亚洲教室里并不特别好用，而像“了解地理有什么好处”这样的问题往往更适合那里的课堂环境。

The contrast continues with the assertion, along with critical thinking, that Western education encourages active learning inasmuch as students are expected to participate actively in the classroom via class and group discussions. There reality is not so delineated. Not all students in the West enjoy group work and similarly for Asian students6 . For technical topics a teacher-directed strategy has its place. Overall, the educational comparison turns on the content of the syllabus. In the case of the A2 syllabus for A-Level the material is at university standard and is typically taught as it would be at a British university.

连同批判性思维，这种对比继续伴随着断论，即西方教育鼓励积极的学习，因为学生通过课堂和小组讨论积极参与课堂。现实并不是这样描述的。同亚洲学生类似，不是所有的西方学生都喜欢小组作业。对于技术主题，教师指导的教学策略有其地位。总的来说，教育比较取决于教学大纲的内容。就A-Level的A2教学大纲而言，学习内容是大学的课程，通常是按照英国大学的标准教授的。

Although Western educational systems claim to encourage creative and critical thinking skills these terms tend to remain undefined. Assessment criteria for student work such as "critically analyses" or "logically analyses" seldom provide a quantitative means of division and therefore the discretion for such criteria often resides with the teacher concerned. In the case of Asian schools there is an emphasis on rote learning and memorisation which has the virtue of constructing a body of facts for the student. For those Asian students who are sufficiently prepared for further education at a foreign university, their body of facts acquired in middle school yields dividends and they are typically considered more productive and conscientious.