The Effect of I-Ching Education on the Temperament of Elementary School Children, Lifelong Learning Capability and Bullying Behavior


Among the world's four ancient civilizations, only Chinese culture has remained viable into modern times. The main reason is that Chinese culture is constructed on a cultural structure of positive value. The foundation of philosophy for Chinese culture is I-Ching. The purpose of this study is to explore how promoting I-Ching reading education in elementary school will increase child temperament, improve learning capability, and reduce bullying behavior. The stratified sampling method was conducted. A total of 2,063 elementary schools that have been promoted I-Ching learning by I-Ching University were surveyed and the usable response rate is 75.23%. The result indicated that child temperament is improved by adopting the high-frequency and initiative promotion in I-Ching reading education, which is outperformed than by adopting the high-frequency and passive promotion, the low-frequency and initiative promotion, or the low-frequency and passive promotion. This finding signifies the importance of promotion frequency in I-Ching reading education. Moreover, a hierarchical multiple regression was conducted and three main findings are as follows. (1) The promotion frequency and promotion type of I-Ching reading education have positive effects on three characteristics of child temperament, persistency, attention and mood. (2) The promotion frequency of I-Ching reading education has positive prediction effects on four characteristics of child temperament, regularity, adaptability, aversion, and intensity of reaction. (3) The promotion frequency and promotion type of I-Ching reading education have positive effects on the child temperament. We also find that child temperament has positive effects on facilitating the child's learning capability and improving bullying behavior.

Author Information
Li-Yueh Chen, WeiXin College, Taiwan
Chen-Mei Li, WeiXin College, Taiwan
Sung Lin, WeiXin College, Taiwan
Po-Chang Lin, MingDao University, Taiwan

Paper Information
Conference: ACE2015
Stream: Primary and secondary education

This paper is part of the ACE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon