Anthropologist Robert Levine has always had doubts about the impact of schooling, despite a longstanding teaching career. In particular, he disapproves of the competition and institutionalisation that education so often involves.
The renowned academic, who carried out extensive research on child-rearing practices in Africa between the 1950s and 1970s, values the strong ties in large families, where children look to older siblings as role models. 'School has a way of slowing down the learning process. You don't get seven-year-olds imitating 12-year-olds, for example, as they don't see each other that much,' he said.
The former Harvard anthropology professor is currently a distinguished visiting professor in the University of Hong Kong's Faculty of Education. He will stay in Hong Kong until June.
He is particularly interested in cultural differences and their effect on children's development. He recently edited the book, Japanese Frames of Mind, which contains studies by several of his former doctoral students on Harvard's human development programme. It is due to be published later this year.
Many other former students from various parts of the world have come up with additional evidence that culture rather than schooling is the predominant factor in child behaviour. 'We get more data all the time to prove it,' said Professor Levine, 68.
The nurturing role of parents was a key factor, he said. 'They decide how much of their children's potential is going to be realised. They have an agenda that is set by their culture.'