Teaching as Learning - Etymological Investigation, Canonical Analysis, and Experiential Reflection in the Chinese Cultural Context

Oct 15, 2026

This study re-examines how jiao (teaching) and xue (learning) relate in the traditional Chinese cultural context, aiming to clarify contemporary understandings of education and educational research. The research builds on an etymological investigation, integrates two connected approaches—classics and the self as method—and then critically reviews its own methodology. Findings argue that xue and jiao are interdependent, grounded in canonical doctrines and confirmed through individualized experience.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Purpose

Design/Approach/Methods

Findings

Originality/Value

Introduction and Conceptual Framing

Re-examining the jiao–xue relationship

Dewey and later debates on teaching/learning as correlative processes

Methodology and Analytical Approach

Classics as method

The self as method

Textual interpretation, educational practice, and reflection

Key Argument and Interpretation

Etymological meanings of xue as xiao (imitate) and jue (awaken)

Misinterpretation risks in rendering xuexi as learning

Teaching as Learning: Etymological Investigation, Canonical Analysis, and Experiential Reﬂection in the Chinese Cultural Context Lin Li (李林) East China Normal University ECNU Review of Education 2024, Vol. 7(3) 490–509 © The Author(s) 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231189524](DOI: 10.1177/20965311231189524)[ ](DOI: 10.1177/20965311231189524)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: This study re-examines the relationship between jiao (lit. teaching) and xue (lit. learning)—the foundational education concepts in the traditional Chinese cultural context—to enlighten our contemporary understandings of education and educational research. Design/Approach/Methods: This study ﬁrst lays its foundation on an etymological investigation. It then integrates two mutually connected approaches—the classics and the self as method—to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. Findings: The interdependency of xue and jiao has an etymological foundation, supported by canonical doctrines and veriﬁed by individualized experiences. The interpretation of xue as xiao (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of xue as jue (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater signiﬁcance was placed on xue—the keyword concurrently connoting the meaning of teaching and learning in the modern sense. It is misleading to narrowly render the originally meaningful word group xuexi as learning in modern English. Corresponding author: Lin Li, East China Normal University, 3663 North Zhongshan Road, Putuo District, Shanghai 200062, China. Email: lli@dedu.ecnu.edu.cn Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as speciﬁed on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). Originality/Value: This study consults sources in multiple languages and integrates both the classicsand the selfas method. Based on this, the etymological investigation, canonical analysis, and experiential reﬂection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents. Keywords Classics as method, Confucian tradition, teaching as learning, the self as method Date received: 20 December 2022; revised: 12 March 2023; accepted: 8 May 2023 John Dewey (1859–1952) wrote in his inﬂuential work, How We Think, ﬁrst published in 1910: Teaching and learning are correlative or corresponding processes, as much so as selling and buying. One might as well say he has sold when no one has bought, as to say that he has taught when no one has learned. And in the educational transaction, the initiative lies with the learner even more than in commerce it lies with the buyer. (Dewey, 1910, p. 29) In this context, Dewey addresses teaching and learning as “correlative or corresponding processes,” which is an understandable analogy. However, later philosophers of education challenged and further developed this equation of “selling-buying”(Buckley, 2021; Noddings, 1995) . In retrospect, we ﬁnd questions and relevant debates hidden in this equation—Who is the seller? How do they perform thei

FAQs

What is the main purpose of the study?

The study re-examines the relationship between jiao (teaching) and xue (learning) to enlighten contemporary understandings of education and educational research.

How does the study approach its research design and methods?

It begins with an etymological investigation, then integrates classics as method and the self as method, and concludes by critically reviewing the methodology used.

What do the findings suggest about xue and jiao?

The study argues that xue and jiao are interdependent, with interpretations supported by canonical doctrines and verified through individualized experiences, including meanings of xue as both imitation and awakening.

Oct 15, 2026

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