Curriculum as a Process of Conditioning in Asia: Ideology, Politics, and Religion

Abstract

In this chapter, Kumar discusses the concept of curriculum as a process of conditioning in the Asian educational context drawing on a number of case studies. Based on the analysis of these studies, three pertinent themes emerge that illustrate how cultural, ideological, political, and religious factors influence educational policies and curriculum design and reform in these countries. The first theme explores the ideological control of teaching and curriculum as illustrated in case studies from Japanese, South Korean, Afghan, Malaysian, and Hong Kongese educational systems. The second theme discusses nationalism, globalization, and moral values as manifested in case studies related to the political influence on moral education in China, the incorporation of Kokoro education in Japan, ideological debates on the inclusion of moral and nationalistic values in Singaporean educational policy, the prioritization of docility and harmony values in Macau’s education, and the discussion of Filipino and Vietnamese curriculum designs in developing unique national identities. The third theme gives an account of religious influence on education with a focus on Indian, Pakistani, and Malaysian contexts.