尽管西方教育体系声称鼓励创造性和批判性思维技能，但这些术语往往是未完全定义的。学生作业的评估标准，如“批判性分析”或“逻辑分析”很少提供一种定量的划分方法，因此这种标准的自由裁量权通常在于教师本人。就亚洲学校而言，强调死记硬背和记忆，这有助于为学生构建大量的事实。对于那些在海外留学的亚洲学生，他们在中学获得的大量事实性知识会产生红利，他们通常被认为更具生产力和责任心。

Some decades ago it was fashionable in Western education to claim that facts were redundant and that anything could be researched (looked-up if one prefers) on-line. The implicit assumption was that Western students would be able to identify the important from the unimportant irrespective of their quantity of factual knowledge. One has only to appeal to the populist mentality of social media to appreciate that the implicit assumption was never warranted.

几十年前，西方教育中流行的说法是，记忆事实性知识是多余的，任何东西可以在网上查到。隐含的假设是，西方学生能够区分重要和不重要，而不管他们的事实知识量有多大。人们只需诉诸社交媒体的民粹主义心态，就会意识到这种隐含的假设从未得到证实。

With the exception of the Philippines, whose successive governments have offered little inland reform or the amelioration of poverty, a clear acknowledgement by the west cannot be denied for the economic growth and political stability that Asia as experienced without resorting to concessions of social liberalism that Western sphere insist are necessary for prosperity and stability. In point of fact one as only to illustrate the copious instances of outright poverty that exist in Canada and the USA to refute the underpinning assumption.

除了菲律宾，其历届政府几乎没有提供内陆改革或改善贫困，西方不可否认地明确承认亚洲在不诉诸西方领域坚持的繁荣与稳定所必需的社会自由主义让步的情况下所经历的经济增长和政治稳定。事实的本质只是为了说明大量的例子事实上，这只是为了说明加拿大和美国存在的大量彻底贫困的例子，以反驳这一基本假设。

Some Practical Classroom Innovations for Asia 一些实用的亚洲教室创新

There exist a number of studies that pertain to group or student interactive work but the sample sizes tend to be small and differences with respect to gender or age are not clearly apparent. As to group work, where there is to be some form of assessment, the undertaking may create similar anxieties to being asked a question directly by a teacher. However, group work may be introduced for a specified short interval with a single task or objective. The results of the interaction of one group may be compared to those of another group. Guidance, from the teacher, ought to be provided to ensure that each group is approaching the task systematically and for the same objective.

有许多研究涉及小组或学生互动工作，但样本量往往很小，性别或年龄的差异并不明显。至于小组工作，如果要进行某种形式的评估，这项工作可能会产生类似于老师直接问问题的焦虑。然而，小组工作可能会在指定的短时间内引入单个任务或目标。一个组的交互结果可以与另一个组进行比较。老师的指导应确保每个小组都系统地、为同一目标完成任务。

As competence and comprehension increases assessments may take the form of essays or oral presentations or a group collage for agiven topic. These modes of assessment may be extended to debates or seminar discussions where there may be an overall consensus but the details of the consensus may differ.

随着能力和理解力的提高，评估可能会采取论文或口头报告的形式，或者针对某个主题的小组拼贴。这些评估模式可以扩展到辩论或研讨会讨论，在这些讨论中可能会达成总体共识，但共识的细节可能会有所不同。

For those Asian students who at about age 14 anticipate a Western education (such as IB or A-Level) their capacity to organise and synthesise information ought to begin at about age 12. Providing students with a range of sources and activities will develop higher-order analysis of problems that are presented to them. However, the change of emphasis from one form to another is a step-by-step process.