Explicating and Developing Indigenous Theories: Chinese Interactionist Learning Theory (CILT) Derived from “The Three-Character Canon”

This article proposes an indigenous learning theory emerging from the analysis of a widely known Chinese text and compares it interculturally to established values frameworks. We developed selection criteria and analyzed the educational themes embedded in five widely circulated videos based on the classic Chinese text, The Three-Character Canon (san zi jing, 《三字经》). These stories teach children the five essential virtues or values, namely, zheng qi (success through effort despite hardship, 争气), chi ku (bearing hardship, 吃苦), zhuan xin (having concentration, 专心), ting hua (heeding what an elder or superior says, 听话), and hui guo (feeling remorseful and making amends, 悔过). We present the definitions, synonyms, and antonyms of these five values. We also analyze sayings, proverbs, and cultural stories that capture these values to present a thick indigenous description. The five values present an indigenous Chinese Interactionist Learning Theory (CILT). Implications for research on Chinese Indigenous psychology in education and global psychology are discussed.