Effective Reasons to Support the Idea of Confucius Classrooms

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A number of different schools promote education and Americans’ awareness of different cultures, peculiarities, and backgrounds that aim at improving human lives. This is why if people want to know more about one particular country, they can easily choose the school and get proper education. According to Confucius, knowledge may be defined in the following way: “when you know something, recognize that you know it, and when you don’t know something, recognize that you don’t know it.

That’s knowledge” (Freedman 16). Such definite and clear understanding deserves attention and recognition, and it is not a surprise that people are eager to create schools on such basis and share Confucius’ ideas all over the whole world. So many people are eager to become an integral part of Chinese culture and rely on the ideas offered by Confucius in order to get a chance to enjoy this life, evaluate ethical norms from another perspective, and clear up how to gain complete satisfaction.

Confucius Classrooms are characterized by many positive and powerful aspects that help to promote such schools in future: people are eager to learn different cultures and have a chance to study them from original sources that are available in Confucius Classrooms; the development of such networks does not prevent the development of other educational spheres; and finally, these schools represent a really high quality of Chinese language education in the United States of America.

Confucius Classrooms are one of the possible examples of how people organize their work and attempts to study Chinese culture, language, traditions, and cognition of this world. Confucius Classrooms turn out to be a good opportunity for different people to learn deeper Chinese basics.

The establishment of “58 Confucius classrooms in 81 countries” (Kavalski 88) seems to be a good proof that such schools are obligatory and interesting for people of different cultures. For a long period of time, Confucius Classrooms have been developed in many states, and one of the most successful examples is the Confucius Institute in Florida that aim “to develop closer ties with China through Chinese language instruction and cultural exchange” (University of South Florida para. 2).

Some people may wonder whether it is so important to develop such close relations with China and to spend so much time, money, and efforts in order to implement Confucius Classrooms.

Witness for this development, it is necessary to underline the fact that “China has always been a very important partner” (Brzezinski para.1) of many states in America and has always been a good example in the financial, economic, and manufacturing spheres. In order to learn and realize what makes this country so powerful and able to take leading positions, it is better to provide American students with a chance to gain proper skills and knowledge and to communicate with the representatives of this country at the proper high level.

The results of properly developed relations will be beneficial for both countries, and what is more important, Americans will learn better the ways of how China becomes so powerful and will be able to use the same ways to benefit as well.

The main point about all these Confucius Classrooms is that Chinese do not want to impose Americans study Chinese language and culture. What the representatives of these classrooms do is “developing the field of Chinese language teaching in American schools” (Asia Society para 1). If people want to study, they have such an opportunity; if people do not want to deal with a foreign culture and language, they are welcome to neglect the offers and be interested into those spheres that are necessary for them.

The most important argument to support the development of Confucius Classrooms is all about knowledge. When people are aware of something, they certainly know how to use this knowledge and what the outcomes of this awareness may be. China is a powerful country, and Americans have to consider its power and efforts to know its weaknesses and shortages.

Only in case American people are aware of Chinese efforts, plans, and abilities, it becomes possible for Americans to take the steps that are more serious and benefit from this knowledge. As a rule, human power is in human knowledge, and if these Confucius Classrooms help to enlarge the level of knowledge, American people should make use of such possibility and define how to become more powerful and better than Chinese people are now.

In general, Confucius Classrooms that are connected to Chinese-funded US education have a number of positive feedbacks and supporters. Due to a considerable number of these classrooms, many Americans have already got an opportunity to study Chinese language, culture, and all those historical aspects that make this country as powerful as it is right now.

Those people who want to know more about foreign country and the ways of how its success has been achieved should find the proposition to implement more Confucius Classrooms and change the way of how Americans think about Chinese people.

Works Cited

Adelman, Hacienda. “Chinese Gov’t School Grant Divides SoCal Community.” The Seattle Times. 2010. Web.

“Asia Society Confucius Classrooms Network.” Asia Society. 2010. Web.

Bledsoe, Deb, C. “UCPS Receives National Grant for Chinese Program.” Union County Public Schools. 2010. Web.

Brzezinski, Joan. Interview with Megan Conley. Confucius Classrooms Change the Face of Chinese Education in Minnesota. 2010. Web.

“Confucius Institute.” University of South Florida. 2010. Web.

Freedman, Russell. Confucius: The Golden Rule. New York: Scholastic, Inc., 2002.

Kavalski, Emilian. China and the Global Politics of Regionalization. Burlington: Ashgate Publishing, 2009.

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Effective Reasons to Support the Idea of Confucius Classrooms

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