‘Passive Asian students’? A cross-cultural analysis of humility in education

A common stereotype in western higher education is that Asian students are “passive” rather than “active” learners. This stereotype is based on generalizations that Asian students tend to be quieter than western peers and less likely to engage in debates or share opinions. However, these students are being active in engaging in a learning style that makes sense to them. This paper analyses western and Confucian perspectives on humility in education. The paper first provides a historical overview to thinking about humility in education cross-culturally. Then it assesses examples of humility and confidence elucidated in contemporary western educational theory from the perspective of Confucian thought. The analysis compares different senses of humility and confidence including arrogance and confidence, potentially inapt forms of humility (imposter syndrome, strategic ignorance, and false modesty), and model forms of humility. It shows that while western perspectives narrowly confine what dispositions and behaviours count as expressions of humility, Confucian perspectives accommodate a broader spectrum. In this context, due to lack of awareness about Confucian perspectives, western educators misrecognize Asian students as passive. This paper thus argues that educators in western societies can better understand Confucian views to prevent the harms associated with misunderstandings.