Ruth Hayhoe - East-West Dialogue in Knowledge and Higher Education

EAST-WEST
DIALOGUE in
KNOWLEDGE
and HIGHER
EDUCATION

East-West Dialogue in Knowledge and Higher Education addresses the theme of alternative approaches to knowledge and higher education, which challenge the dominant modes of knowledge and patterns of higher education that have characterized the Western university. The papers are organized into five sections:

Cultural Interchange and the Construction of Knowledge

The Media and Higher Education

Higher Education Evaluation

Historical Challenges to the University

Indigenous Knowledge and Contemporary Higher Education

The authors include six well-known Chinese scholars who elaborate on traditions and the history of higher learning in China, as well as contemporary themes in higher education. Scholars from Africa, India, Pakistan, Korea, and Japan explore parallel issues in their societies. On the Western side are scholars who approach the same issues from the viewpoint of the challenges facing the Western university at present, as it stands on the threshold of the twenty-first century, and embraces dimensions of postmodern thought and epistemology The volume is a genuine dialogue, international in scope, which took initial form in a conference held in the famous Yuele Academy in China.

EAST-WEST
DIALOGUE in
KNOWLEDGE
and HIGHER
EDUCATION

editors
Ruth Hayhoe
and Julia Pan

First published 1996 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

Copyright 1996 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
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Library of Congress Cataloging-in-Publication Data

East-West dialogue in knowledge and higher education /
Ruth Hayhoe and Julia Pan, editors.
p. cm.
An East Gate book.
Includes bibliographical references and index.
ISBN 1-56324-833-6 (hardcover: alk. paper).
1. Education, HigherChinaCongresses.
2. Education, HigherChinaForeign influencesCongresses.
3. Comparative educationCongresses.
4. Knowledge, Theory ofCongresses.
I. Hayhoe, Ruth.
II. Pan, Julia, 1955
LA1133.E27 1996
378.51DC20
96-11999
CIP

ISBN 13: 9781563248337 (hbk)

Martin Barlosky is a postresidency doctoral student in the Department of Educational Administration at the Ontario Institute for Studies in Education, University of Toronto. Prior to doctoral studies, he served as Dean at the Nova Scotia College of Art and Design. His primary research interests are leadership and governance in evolving patterns of organization in higher education private and public sectors, and emergent leadership practices. His dissertation, Leadership in Higher Education: Towards Alternative Constructs of Organization, Administration, and Experience, examines how Canadian university presidents understand, develop, and evaluate their work and the institutions. A graduate of Union Theological Seminary in New York City, he maintains an active interest in the cultural and philosophical traditions that inform the practice of administration and the structuring of organization.

Ding Gang is Deputy Director of the Education Science Research Institute of East China Normal University. His publications include the following books: Zhongguo fojiao jiaoyu: Ru Fo Dao jiaoyu bijiao yanjiu (Buddhist Education in China: A Comparative Study of Confucian, Buddhist, and Daoist Education) (1988); Wenhua de chuandiyu shanbian (Chinese Cultural Transmission and Transformation) (1990); Shuyuan yu Zhongguo wenhua (Academies and Chinese Culture) (1992). He has also published more than fifty papers both at home and abroad. His main research interests are in the fields of Chinese education and its development and the comparative study of Chinese and foreign education history. He is now in charge of a key national research project entitled Chinese Traditional Culture and Education and is the editor-in-chief of a series on Chinese culture and education, published by Shanghai Education Publishing House.

Dong Yunchuan is Deputy Director and Assistant Researcher of the Teaching Affairs Department of Yunnan Finance and Trade College. He teaches educational psychology, personnel relations, and the art of leadership. He is now studying for his M.A. degree. His research interests are the individualization of higher education in China and explorations into the value of Lao Zis thought.

Glen Eyford is Professor Emeritus in Development Studies in the Faculty of Education, University of Alberta, Edmonton, Canada. His major areas of expertise are international transfer of technology, media in development, community development, adult education, communication and social change, and the study of aesthetics as related to learning through the arts. In pursuit of these interests, Professor Eyford has participated in numerous international activities as a consultant, educator, researcher, and administrator in countries such as India, New Guinea, West Germany, and Haiti. He is a member of the board for the UNESCO Institute for Education in Hamburg, Germany, and is currently serving as a monitor and evaluator for CIDAs Canada-China University Linkage Program and as a consultant in teacher education for the government of the Northwest Territories, Canada. Dr. Eyford is the author of many articles and is a frequent presenter at seminars and conferences. His publications include A Review of the Contents of Education and The Cultural Dimensions of Learning, both of which appeared in the 1990 issue of