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Two possible approaches for teaching Asian studies at the elementary level are provided in this teaching guide. Focus is upon presenting selected, crucial aspects of Indian and Chinese culture to students who then compare cultural differences and likenesses. Cognitive and affective objectives are incorporated into the curriculum and, moreover, a paradigm for measuring cognitive and emphatic understanding of significant elements of Chinese and Indian cultures provides the teacher with an index of the degree of success or failure of this approach. The unit on China employs case studies of Chinese communities through which students study the physical setting, real life, and the ideal life of a Chinese community. Students are introduced to the rural and urban subcontinent in the unit on India by planning a vicarious trip to India in which each student begins to investigate what he takes along the trip as an insight into his own culture. Each unit suggests appropriate concepts to be developed, an outline of content, and a variety of instructional activities. A bibliography is included describing available, multi media materials on China, India, and Asia. (SJM)

The existence of adult educational elements in acient India, China, Judea, and Arabia is demonstrated in this paper. Hindu and Buddhist adult education is discussed first, followed by Chinese adult education, Jewish adult education, and Islamic adult education. Conclusions of the study on which this paper reports are: (1) the existence of the human thirst for knowledge is demonstrated anew; (2) the effect of the religio-philosophical bases on the educational systems' workings is shown; (3) the motivating role religion plays in human learning is apparent; (4) small-group methods, personalized instruction, and a friendly learning climate were used in ancient times; (5) the ancient life-cycle could be adapted by modern adult educators to preserve the advantages of detachment and freedom of thought during the senior years; and (6) adult education in the ancient cultures was adjusted to the daily life pattern of the people so that every eligible person would be eligible to participate. From this study, modern adult education can ascertain what a force for peaceful social transformation and individual growth adult education has been and can continue to be. (DB)