Study on Reality of Youth Tea Ceremony Etiquette Education: Focus on Elementary and Middle School Students

Abstract

With the passage of the youth character education improvement act in 2015, interest in tea ceremony etiquette education has been growing. This study assesses the positive effects and difficulties associated with tea ceremony classes by examining the class surveys of 210 elementary and middle school students and interviewing 17 tea ceremony class teachers. The study found that the students’ reactions to the tea ceremony classes were predominantly positive and many expressed that the classes were fun and interesting, although some expressed that they experienced difficulty sitting on the floor to practice the traditional tea ceremony. The teachers indicated that the students who took the classes displayed higher awareness of etiquette and traditional culture, as well as a higher degree of respect for elders and care for other students. The parents also exhibited positive reactions to the classes. The lack of understanding and support from schools and other teachers was raised as one of the difficulties faced by tea ceremony class teachers. Some teachers experienced difficulties in securing the proper teaware, having an adequate number of assistant teachers and obtaining classrooms dedicated to tea ceremony practices, due to the limited school budget. This study recommends the establishment of a tea ceremony teachers’ information network to facilitate the sharing of best practices and allowing the difficulties confronting tea ceremony class teachers to be jointly addressed.