This study examines the patterns and interplay of college students' political orientations and socialization toward citizenship and civil society in the Chinese sociopolitical context, alongside China's move to mass higher education. Data were collected from a nationwide survey conducted in 12 Chinese universities in 2007. The analytic framework…

Educational reforms in higher education since the Cultural Revolution are described. (DE)

The author criticizes T'ao Hsing-Chih's educational theories as lacking in revolutionary, political, and educational commitment. (DE)

Educational reforms since the Cultural Revolution are described. (DE)

Educational reforms since the Cultural Revolution are described. A comparison between education in the city and countryside is included. (DE)

Describes the ideological and political education structure in middle schools in Beijing, China. Suggestions are made on ways to improve education for middle-school students. (GG)

The impact of the cultural revolution on China's education system includes greater emphasis on politics, practical learning, the dignity of manual labor and more open educational opportunities. (DE)

Educational reforms since the Cultural Revolution are described. (DE)

Noting that, as a developing socialist society, China requires an educational system which develops in the individual both political loyalty and technical skill, the author surveys China's efforts, from 1949 to the present, to implement these two potentially conflicting educational objectives. (SJL)

Examines the current emphasis in the People's Republic of China on education for modernization in light of policy swings since 1949 between "Red" and "Expert" education for technological advancement and education for communist values. Particular attention is given to moral and political education. (SJL)

The "people-ocean", not a small elite group, is seen as the sustaining force of China. In this light, the role of education is seen as helping people to develop a new socialist consciousness. Change is the key concept; vocational and technical education must "leap forward" to better scientific education. (MW)

A report is given of a trip to the Peoples' Republic of China. In July 1978, 22 educators and social workers traveled to five cities in China to observe how mass-line democratic centralism produces grass-roots peer pressure for carrying out Communist party policy. "Mass line" is the overall policy direction on how to re-order Chinese…

Identifies major differences and similarities between educational change during Hong Kong's political transition and during postcolonial transitions elsewhere. Notes that parallel operation of multiple education systems in one country is quite common, and that Hong Kong educational reforms began well ahead of political transition. Examines…

Mao Tse-Tung's view of education and society is based on the belief that the great masses of people are collectively rational. If the masses do not see what society as a whole objectively requires, however, the leaders must be patient and resort to education and explanation, or the requirements must be altered to meet the objections. By the mid…