From 1919 to 1921, John Dewey travelled and lectured in China. He received a thunderous welcome and exercised a tremendous influence in China, however, very little has been written about it. The first purpose of this article is to investigate Dewey's visit to China and his influence on Chinese education. The second is to examine the various social…

Discusses two practices of the centuries-old Chinese Confucian academies that might benefit the American college teacher today: how Chinese academies have fostered student-teacher rapport and how they developed student motivation to learn. The origins and loss of these traditions are also examined. (MSE)

Comparing the evolution of lifelong learning in Chinese Taipei and Vietnam, this paper describes cultural, political, and economic factors influencing approaches and attitudes towards the lifelong learning movement and makes projections for the future. Following a description of sources used, including informal interviews with 50 adult learners in…

In both Hong Kong and the United States, educational practices, especially those in the early stages of development, often do not lay an adequate foundation for lifelong learning. Using an approach rooted in developmental psychology, however, can help educators understand how individuals, groups, and societies develop or fail to develop an…

Chinese educationists since 1949 have attempted to continue the Confucian educational tradition, emphasizing attributes which are compatible with Marxism. (MH)

This paper explores the interplay between Western conceptions of education and students from other educational traditions, most specifically Japan, through the lens of the author's practice in international education. He examines models of the private and public spheres and public discourse advanced by Hannah Arendt and Jurgen Habermas in relation…