Reviews three books on education in China: "Educational and Social Change in China: The Beginnings of the Modern Era" (Borthwick, 1983), "Education and Popular Literacy in Ch'ing China" (Rawski, 1979), and "Education under Mao: Class and Competition in Canton Schools, 1960-1980" (Unger, 1982). (JDH)

The history of Qinghua, at one time China's most Americanized national university, is discussed. Examined are its founding, its development as a university, courses taught, the administrative structure, and how it survived violent disruptions in the Chinese educational world. (RM)

Keypoint schools were established by the Chinese in the 1950s to concentrate limited resources in a relatively small number of schools in order to cultivate outstanding students. The evolution of keypoint school policy from the revival of these schools in 1978 to 1983 is discussed. (RM)

This book uses primary sources and personal experience in the Chinese school system to examine the evolution of non-governmental schools in China between 1895 and 1995. The book gives an overview of private education in pre-modern China, and discusses the growth of modern private schools in the past century as part of the Chinese people's struggle…

Briefly outlines the historical backgrounds of Confucianism, the Chinese educational system, and adventure education. Points out a common ideal of Confucianism and adventure education: "jen," or humanity and benevolence leading to teamwork. Summarizes contributions that adventure education can make to Chinese education, as well as…

As yet citizens in the United States have had very little specific and authoritative information from the enemy-occupied countries of Europe and the Far East about what has happened and is happening to the intellectual life of their people. Recognizing these limitations in the information and desirous that the citizens of the United States,…

Describes main trends in the administration and financing of higher education in China over two decades and analyzes the resource allocation under the reform policies of administrative decentralization and financing diversification. Points out the economic significance of overcoming diseconomies of scale and inefficiencies. (SLD)

Discusses the the vicissitudes of history teaching in China and the compilation of curricula since 1949. There had been and continues to be very little history taught in China's schools. Policies governing the writing and dissemination of curriculum materials about the past have varied over the years. (RM)

It is not surprising that private education is gaining importance in China, given the overall context of huge national efforts toward building up a "socialist market economy." However, the fast growth rate in both quantity and quality of profitable private schools in a socialist society has exceeded expectations. This paper examines the…

The educational programs of the Great Leap Forward (GLF) represented the first organized attempt by the Chinese government to restructure and align the educational system with the national economy. The educational policies of the GLF ultimately foundered because of patterned inertia within the educational system.(Author)

This paper examines John Dewey's major educational thoughts and his influence on education from a dynamic-historical perspective. Dewey's marked and enduring influence on Chinese educational thought and practice is a central theme. The paper argues that because Dewey himself and his ideas grew and matured in a dramatically changing and developing…

Citing as a central focus of the Chinese government since the People's Republic of China was established in 1949, this paper presents a brief sociopolitical and historical description of China in the twentieth century and suggests reasons for its lack of modern development and low educational attainment as of 1949. The importance of education as a…

Policies in Chinese education, especially higher education, have undergone major shifts since 1949 in response to general swings in Chinese policy, ideological debates, and leaders. The shifts have been between education as a party device to sustain revolutionary values and education as a government instrument to promote modernization. (MSE)

Traces the various forms of nonformal, experience-based learning evident in China during the past 50 years. Relates changes in Mao's educational theories during the revolution, the "Great Leap Forward," the "Cultural Revolution," and the current Teng regime. (NEC)

Education in China was dominated for 2000 years by Confucianism, with its reverence for learning and resultant class system. Under Mao, education emphasized practical applications of subject matter and the importance of manual labor. Since Mao's death, schools are again beginning to emphasize the development of intellectual skills. (CS)