The influence of classic Chinese philosophy of Confucianism, Taoism and Legalism on classroom discipline in Hong Kong junior secondary schools

Abstract

Discipline is a crucial aspect of teachers' and students' classroom lives. Hong Kong secondary teachers, as elsewhere, are concerned with students' misbehaviour. This article examines teachers' constructs of classroom discipline and strategies adopted for behaviour management. Qualitative data were collected by interviews and classroom observation. Sixty teachers were involved. Eighteen classrooms were observed. The influence of the three schools of classic Chinese philosophy, Confucianism, Taoism and Legalism, emerged as a main theme from the data. It was prominent as their key principles were incorporated into the teachers' personal system of classroom discipline. The findings illuminate the influence of Chinese culture in Hong Kong classrooms. Implications for the promotion of culturally responsive classrooms and the development of educational policies on pastoral care are drawn.