Irving Epstein - Chinese Education: Problems, Policies, and Prospects

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ROUTLEDGE LIBRARY EDITIONS: EDUCATION IN ASIA

Volume 4

CHINESE EDUCATION

CHINESE EDUCATION

Problems, Policies, and Prospects

Edited, with an Introduction, by

IRVING EPSTEIN

First published in 1991 by Garland Publishing, Inc.

This edition first published in 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

and by Routledge
711 Third Avenue, New York, NY 10017

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

1991 Irving Epstein

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.

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

British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library

ISBN: 978-1-138-30826-8 (Set)
ISBN: 978-1-315-14674-4 (Set) (ebk)
ISBN: 978-1-138-31003-2 (Volume 4) (hbk)
ISBN: 978-1-315-14367-5 (Volume 4) (ebk)

Publishers Note
The publisher has gone to great lengths to ensure the quality of this reprint but points out that some imperfections in the original copies may be apparent.

Disclaimer
The publisher has made every effort to trace copyright holders and would welcome correspondence from those they have been unable to trace.

CHINESE EDUCATION

Problems, Policies, and Prospects

edited, with an Introduction, by
Irving Epstein

1991 Irving Epstein
All rights reserved

Library of Congress Cataloging-in-Publication Data

Chinese education: problems, polities, and prospects/edited and with an introduction by Irving Epstein.

p. cm. (Reference books in international education; vol. 20) (Garland reference library of social science; vol. 585)

Includes bibliographical references and index.

ISBN 0-8240-4382-0

1. Education China. 2. Education and state China. I. Epstein, Irving, 1951 . II. Series. III. Series: Garland reference library of social science; v. 585.

LA1131.82.C544 1991

370.951dc20 90-21938

CIP

SERIES EDITORS FOREWORD

This series of reference works and monographs in education in selected nations and regions is designed to provide a resource to scholars, students, and a variety of other professionals who need to understand the place of education in a particular society or region. While the format of the volumes is often similar, the authors have had the flexibility to adjust the common outline to reflect the uniqueness of their particular nation or region.

Contributors to this series are scholars who have devoted their professional lives to studying the nation or region about which they write. Without exception they have not only studied the educational system in question, but they have lived and travelled widely in the society in which it is embedded. In short, they are exceptionally knowledgeable about their subject.

In our increasingly interdependent world, it is now widely understood that it is a matter of survival that we understand better what makes other societies tick. As the late George Z.F. Bereday wrote: First, education is a mirror held against the face of a people. Nations may put on blustering shows of strength to conceal public weakness, erect grand faades to conceal shabby backyards, and profess peace while secretly arming for conquest, but how they take care of their children tells unerringly who they are (Comparative Method in Education, New York: Holt, Rinehart & Winston, 1964, page 5).

Perhaps equally important, however, is the valuable perspective that studying another education system provides us in understanding our own. To step outside of our commonly held assumptions about schools and learning, however briefly, and to look back at our system in contrast to another, places it in a very different light. To learn, for example, how the Soviet Union handles the education of a multilingual society; how the French provide for the funding of public education; or how the Japanese control admissions into their universities enables us to understand that there are alternatives to our familiar way of doing things. Not that we can often borrow from other societies; indeed, educational arrangements are inevitably a reflection of deeply rooted political, economic, and cultural factors that are unique to a society. But a conscious recognition that there are other ways of doing things can serve to open our minds and provoke our imaginations in ways that can result in new approaches that we would not have otherwise considered.

Since this series is designed to be a useful research tool, the editors and contributors welcome suggestions for future volumes as well as ways in which this series can be improved.

Edward R. Beauchamp

University of Hawaii

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