Ruth Hayhoe - Chinas Universities and the Open Door

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CHINA'S UNIVERSITIES and the open door

China's Universities and the open door

Ruth Hayhoe

First published 1989 by M.E. Sharpe

Published 2015 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
711 Third Avenue, New York, NY 10017, USA

Routledge is an imprint of the Taylor & Francis Group, an informa business

Copyright 1989 Taylor & Francis. All rights reserved.

No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Notices
No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use of operation of any methods, products, instructions or ideas contained in the material herein.

Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.

Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Canadian Cataloguing in Publication Data

Hayhoe, Ruth
China's universities and the open door

Bibliography: p.
ISBN 0-7744-0326-8
1. Education, HigherChinaHistory20th century. 2. Universities and collegesChinahistory20th century. 3. Higher education and stateChinaHistory20th century. I. Title.
LA1133.H38 1989 378.51 C89-093224-7

ISBN 13:9780873325011 (hbk)

To the colleagues in China's universities who have been an inspiration over the years, and to one in particular, this book is affectionately dedicated

Contents

Tables

Figure

• AFP Agence France Presse
• ACCC Association of Community Colleges of Canada
• AUCC Association of Universities and Colleges of Canada
• BUIST Beijing University of Iron and Steel Technology
• BAU Beijing Agricultural University
• CAS Chinese Academy of Sciences
• CASS Chinese Academy of Social Sciences
• CAST Chinese Assocation for Science and Technology
• CEMA Chinese Enterprise Management Association
• CIDA Canadian International Development Agency
• CPC Communist Party of China
• CSCPRC Committee for Scholarly Communication with the People's Republic of China
• CUST Chinese University of Science and Technology
• DAAD Deutscher Akademischer Austauschdienst
• DIT Dalian Institute of Technology
• EEC European Economic Community
• FAO Food and Agriculture Organization
• IBRD International Bank for Reconstruction and Development
• IDA International Development Association
• IRDC International Development Research Center (Canada)
• IMF International Monetary Fund
• IUT Institute universitaire de technologie (France)
• JICA Japan International Cooperation Agency
• JSPS Japan Society for the Promotion of Science
• MAAF Ministry of Agriculture, Animal Husbandry, and Fisheries
• MBA Master of Business Administration
• MFERT Ministry of Foreign Economic Relations and Trade (China)
• MOE Ministry of Education (China)
• MOLP Ministry of Labor and Personnel (China)
• MOPH Ministry of Public Health (China)
• NAU Nanjing Agricultural University
• NEUT Northeastern University of Technology
• NIEO New International Economic Order
• ODA Overseas Development Administration (Britain)
• OECD Organization for Economic Cooperation and Development
• OISE Ontario Institute for Studies in Education
• SALT Strategic Arms Limitations Talks
• SAREC Swedish Agency for Research and Educational Cooperation
• SEC State Economic Commission (China)
• SEdC State Education Commission (China)
• SSHRCC Social Science and Humanities Research Council of Canada
• SPC State Planning Commission (China)
• SSTC State Science and Technology Commission
• UNDP United Nations Develpment Program
• UNESCO United Nations Education, Science and Culture Organization
• USIA United States Information Agency
• WHO World Health Organization
• WOMP World Order Models Project

CHINA'S UNIVERSITIES and the open door

China's adoption of an open door policy since 1978 represents an important historical turning point. It also has considerable significance for the world community, which China seems to be joining in a fuller way than has been the case since the Revolution of 1949. Both the political and economic aspects of China's reintegration into the international political economy have been treated at length in other studies. This book looks at its educational implications, particularly the role of Chinese universities in the process. They set the tone for the whole educational system and provide the main channel for the inflow of new knowledge from other parts of the world.

There exists already a rich literature on Chinese education which, for good reason, has mainly focused on its achievements and special characteristics under socialism since 1949. One common approach has been to interpret educational change over the period in relation to broad political change, to policy debates within various factions of the Chinese Communist Party, and to the economic strategies expressed in successive five-year plans. Education is seen as an instrument used by political leaders to achieve desired social and economic change.

The new conditions of the open door may call for a fresh approach to looking at China's higher education, one in which the knowledge issue comes to the fore, It is universities and other higher institutions as a knowledge system that are now responding to the massive flow of knowledge coming into China. Their ability to adapt this knowledge to China's cultural, political, and economic needs will be crucial to the long-term success of the open door.

Recent sociological theory has been greatly enriched by a sustained concern with issues of knowledge and power, attempts to unravel the way in which what passes as legitimate knowledge is constituted and to explore its relations to social and political power. I have selected a few items from this literature that seemed to provide a useful starting point for reflecting on the ways in which knowledge has been constituted in the modern Chinese curriculum since 1911.

From a thorough understanding of both American and European sys From this literature I draw out a few provocative ideas as an entry point for a consideration of knowledge and power relations in Chinese society.

The scholar who is trying to examine a foreign culture through eyeglasses formed within her own culture must at least be aware of the nature of these glasses. This is the intention behind the brief summary of the European sociological debate in . I do not pretend to offer an accurate summation of Confucian knowledge patterns from within, in spite of many hours spent with Chinese classical scholars trying to understand them. Rather, I start from a small selection of ideas in the Western literature that illumine issues of knowledge and power in the European historical experience. These provide an entry point for looking at the Confucian tradition and a perspective for understanding how European and Soviet knowledge patterns have harmonized with it. The Confucian knowledge construct is admittedly partial and limited, but it serves as an analytic tool for exploring how persisting Confucian knowledge patterns have affected China's modernization process.

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