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.
Li-Yueh Chen, WeiXin College, Taiwan
Chen-Mei Li, WeiXin College, Taiwan
Sung Lin, WeiXin College, Taiwan
Po-Chang Lin, MingDao University, Taiwan
Stream: Primary and secondary education
This paper is part of the ACE2015 Conference Proceedings (View)
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