Teachers’ conceptions of gratitude and its cultivation in schools in China

Mark Gregory HARRISON, Ji YING, Fei YAN, Liz JACKSON

Research output: Contribution to journalArticlespeer-review

Abstract

Gratitude has recently received increasing scholarly attention as a moral value and virtue important for individual and social functioning and therefore worth cultivating in schools. However, previous research has often been based on experiences in western societies, while moral values and moral cultivation are understood in different ways across cultural contexts. This exploratory qualitative study examines teachers’ conceptions of gratitude and their experiences of cultivating gratitude in schools in mainland China. Based on semi-structured interviews, the findings highlight Chinese teachers’ culturally distinctive conceptions of gratitude and its cultivation, namely its role in developing relationships and maintaining social harmony, and the importance of acts of reciprocity. This empirical study develops a more substantive cross-cultural understanding of the nature of gratitude and practices of moral cultivation in schools. Copyright © 2023 Journal of Moral Education Ltd. 

Original languageEnglish
JournalJournal of Moral Education
Early online dateSept 2023
DOIs
Publication statusE-pub ahead of print - Sept 2023

Citation

Harrison, M. G., Ying, J., Yan, F., & Jackson, L. (2023). Teachers’ conceptions of gratitude and its cultivation in schools in China. Journal of Moral Education. Advance online publication. https://doi.org/10.1080/03057240.2023.2258290

Keywords

  • Gratitude
  • Teachers
  • Conceptions
  • Moral cultivation
  • China

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