Ruth Hayhoe

This reissue (1996) provides an in-depth analysis of the development of the Chinese university during the twentieth century – a period of momentous social, economic, cultural and political change. It brings together reflections on the Chinese university and its role in the two great experiments of modern China: Nationalist efforts to create a modern state as part of capitalist modernisation, and the Communist project of socialist construction under Soviet tutelage. In addition to these two frames of discourse, other models and patterns are examined: for instance, the persistence of cultural patterns, or Maoist revolutionary thought.

This reissue (1996) provides an in-depth analysis of the development of the Chinese university during the twentieth century – a period of momentous social, economic, cultural and political change. It brings together reflections on the Chinese university and its role in the two great experiments of modern China: Nationalist efforts to create a modern state as part of capitalist modernisation, and the Communist project of socialist construction under Soviet tutelage. In addition to these two frames of discourse, other models and patterns are examined: for instance, the persistence of cultural patterns, or Maoist revolutionary thought.

This book examines the ways in which China’s universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders. The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China’s longstanding scholarly traditions

Canada was one of the first Western countries to sign an agreement to provide development aid to China in 1983, and the Canadian International Development Agency invited universities to cooperate in ways that would facilitate "the multiplication of contacts at the thinking level." In Canadian Universities in China's Transformation, leading scholars from Canadian and Chinese universities elaborate on the historical experience of collaboration in areas as different as environmental science, marine science, engineering, management, law, agriculture, medicine, education, minority cultures, and women's studies. Contributors use theoretical frames such as dependency theory, human capital, the knowledge economy, and Habermas's theory of communicative action, to facilitate a striking dialogue between Canadian and Chinese perspectives on common questions. They provide insights into factors that ensured the long-term success of some partnerships, as well as barriers that hindered others, and vivid lessons for current collaboration. Case studies include a project that began with the training of Chinese judges developing into reciprocal programs in legal education in China, Canada, and Latin America, and an examination of how joint environmental research has had policy impacts at national and international levels. Presenting the story of universities working together in the era after the Cultural Revolution, Canadian Universities in China's Transformation is a unique account of partnerships in knowledge production and application and their resulting impacts.

Canada was one of the first Western countries to sign an agreement to provide development aid to China in 1983, and the Canadian International Development Agency invited universities to cooperate in ways that would facilitate "the multiplication of contacts at the thinking level." In Canadian Universities in China's Transformation, leading scholars from Canadian and Chinese universities elaborate on the historical experience of collaboration in areas as different as environmental science, marine science, engineering, management, law, agriculture, medicine, education, minority cultures, and women's studies. Contributors use theoretical frames such as dependency theory, human capital, the knowledge economy, and Habermas's theory of communicative action, to facilitate a striking dialogue between Canadian and Chinese perspectives on common questions. They provide insights into factors that ensured the long-term success of some partnerships, as well as barriers that hindered others, and vivid lessons for current collaboration. Case studies include a project that began with the training of Chinese judges developing into reciprocal programs in legal education in China, Canada, and Latin America, and an examination of how joint environmental research has had policy impacts at national and international levels. Presenting the story of universities working together in the era after the Cultural Revolution, Canadian Universities in China's Transformation is a unique account of partnerships in knowledge production and application and their resulting impacts.

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single, manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Ruth Hayhoe is a distinguished scholar in comparative education and higher education, as well as one of the most highly regarded experts on Chinese education in the world. Extremely well respected throughout China, she has authored about 75 articles and book chapters, as well as several books on Chinese education and East-West relations in education. This selection of 15 of her most representative papers and chapters documents the most significant works of her research on Chinese education, higher education and comparative education. The three sections cover:comparative education and Chinahigher education and historyreligion, culture and educationThe collection not only helps foreign scholars understand Chinese education development in its cultural context comprehensively and systemically, but also provides a fresh point of view for education practitioners and policy makers in China. Podcast of Professor Ruth Hayhoe's interview at New Books Network discussing this book and her distinguished career: http://newbooksnetwork.com/ruth-hayhoe-china-through-the-lens-of-comparative-education-the-selected-works-of-ruth-hayhoe-routledge-2015/

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single, manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Ruth Hayhoe is a distinguished scholar in comparative education and higher education, as well as one of the most highly regarded experts on Chinese education in the world. Extremely well respected throughout China, she has authored about 75 articles and book chapters, as well as several books on Chinese education and East-West relations in education. This selection of 15 of her most representative papers and chapters documents the most significant works of her research on Chinese education, higher education and comparative education. The three sections cover:comparative education and Chinahigher education and historyreligion, culture and educationThe collection not only helps foreign scholars understand Chinese education development in its cultural context comprehensively and systemically, but also provides a fresh point of view for education practitioners and policy makers in China. Podcast of Professor Ruth Hayhoe's interview at New Books Network discussing this book and her distinguished career: http://newbooksnetwork.com/ruth-hayhoe-china-through-the-lens-of-comparative-education-the-selected-works-of-ruth-hayhoe-routledge-2015/

This book examines the ways in which China’s universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders. The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China’s longstanding scholarly traditions

Portraits, whether graphic or verbal, have distinct purposes and values. Through deliberate selection, they seek to reveal and, thereby, to illuminate. In their literary form, selection of content and style ensures that they do not presume to achieve the status of fully-fledged biographies. Even so, a carefully brush-stroked, multi-layered and richly textured pen-portrait is capable of revealing much about both character and circumstance. And what it reveals is likely to be different from and far more profound than any insights permitted by other miniatures, such as simple snapshots or polemical caricatures. Professor Ruth Hayhoe has produced a whole gallery of valuable portraits in the present book. For a book in the present series, however, a key question remains. How and why may pen-portraits of eleven influential educators, from a single country and within roughly the same time frame, contribute significantly to the literature of comparative education? My own answer to this question is simple. This particular gallery makes its important contribution in two main ways and for a number of good reasons. The ‘How?’ part of the question clearly involves process, especially methodological process. A portrait typically involves both foreground and background features. Some of the most effective portraits seem to encourage their observers to recognize interplay between foreground and background.

Full Circle is the story of a life transformed by long exposure to the people and culture of China and East Asia. The stories of many people in Hong Kong, China and Japan are interwoven into this narrative account, as Ruth Hayhoe shares what it was like to live through a series of major transitions - from the Cultural Revolution in 1967, to Hong Kong's return to China in 1997.

At the start of the new millennium, the United Nations designated 2001 the 'Year of Dialogue among Civilizations'. This dialogue emerged after the collapse of the Soviet Union in 1991, and changed much of the field of comparative education. The dialogue draws attention to deep-rooted cultural differences around the world which shape approaches to education. This book gives voice to outstanding scholars from three major Eastern civilizations - Chinese, Arabic and Indian - who have entered into dialogue with equally distinguished scholars from the West. One of the authors, Abdus Salam, was the first scientist from Pakistan to win the Nobel Prize in Physics. The themes of the book include challenges to knowledge in the late modern era; Eastern contributions to scientific knowledge; knowledge transfer across regions and civilizations; indigenous knowledge and modern education; and past and present influences from China. The book will contribute to an ongoing dialogue among civilizations, and enhance mutual understanding in the increasingly globalized society of the 21st Century.

An in-depth study of Ma Xiangbo, one of the most prominent Catholic thinkers in modern China.

This work is a dialogue on alternative approaches to knowledge and higher education characteristic of the Western University. Western scholars approach these issues from the viewpoint of the challenges facing the university and Eastern contributors explore parallel issues in their societies.

This first comprehensive account of Chinese higher education during the modern period examines the first hundred years of the development of universities in China, with special emphasis on the cultural patterns that shaped them in ways that differed from the development of Western universities. The first chapter compares Chinese and Western traditions of higher education and sets the Chinese experience in the wider historic framework of imperialism and colonialism. The rest of the volume traces the development of Chinese universities chronologically, with three main themes explored in each period: the knowledge map, or the struggle to develop a modern curriculum; the gender map or issues around the participation of women as students and teachers in modern higher education; and the geographical map, or the efforts to ensure that modern higher education became accessible throughout the whole country. The periods covered by the volume are the republican (1911-1949), the socialist period (1949-1976), the reform decade (1978-1990), and the movement toward mass higher education in the 1990s. An index is included.

The essays in this volume examine China's medievalism from the viewpoint of cultural history, philosophy and comparative literature. Contributors discuss the lingering effects of the Middle Ages on Chinese thought and industry, and assess how these attitudes affect China's relations with the West.

Education is seen by the Chinese as a key element in the modernisation of their country and in maintaining socialism. This book, first published in 1984, examines the nature of modern education in China since 1976, and looks at different parts of the system, the content of teaching and teaching styles. It considers how far the Chinese educational system has been affected by foreign powers and changing political ideology and is unique in that, using empirical data, it places the Chinese system in a world perspective.

Recent events in Tianamen Square have made such books abruptly important, though in some aspects outdated. This one examines reforms in higher education from before the republic to March 1988, and focuses on educational and economic relations with groups outside China, and the effect the reforms may

Thomas Dixon was a lawyer, North Carolina state legislator, Baptist minister, lecturer, and novelist. This novel, an abridgement by Cary Wintz was originally published in 1905. It reflects turn-of-the-century attitudes most southerners had about Republican rule during Reconstruction.