Don Adams - Education and Social Change in Korea

This series of scholarly works in comparative and international education has grown well beyond the initial conception of a collection of reference books. Although retaining its original purpose of providing a resource to scholars, students, and a variety of other professionals who need to understand the role played by education in various societies or regions of the world, it also strives to provide up-to-date information on a wide variety of selected educational issues, problems and experiments within an international context

Contributors to this series are well-known scholars who have devoted their professional lives to the study of their specialization. Without exception these men and women possess an intimate understanding of the subject of their research and writing. Without exception they have not only studied their subject in dusty archives, but they have also lived and travelled widely in their quest for knowledge. In short, they are experts in the best sense of that often overused word.

In our increasingly interdependent world, it is now widely understood that it is a matter of survival that we not only understand better what makes other societies tick, but that we also make a serious effort to understand how others, be they Japanese, German or Chilean, attempt to solve the same kinds of educational problems that we face in North America. As the late George Z.F. Bereday wrote: [E]ducation is a mirror held against the face of a people. Nations may put on blustering shows of strength to conceal public weakness, erect grand facades 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, p. 5).

Perhaps equally important, however, is the valuable perspective that studying another education system (or its problems) provides us in understanding our own system (or its problems). To step outside of our own limited experience and our commonly held assumptions about schools and learning in order 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 or Belgium handles the education of a multilingual society; how the French provide for the funding of a public education; or how the Japanese control admissions into their universities enables us to understand that there are alternatives to our own familiar way of doing things. Not that we can often borrow directly 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 intended to be a useful research tool, the editor and contributors welcome suggestions for future volumes as well as ways in which this series can be improved.