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The first part of the paper briefly reviews the teaching of area studies within the last generation, noting that Chinese studies have markedly increased. The second part discusses forces operating on social studies teachers today which quite naturally relate to area studies. These include calls for teachers to change their technique from expository to inquiry teaching; the numerous arrays of kinds of materials from which teachers must choose; pressures to teach new content areas but lack of training to carry it out; and the number of complex societal changes now in progress. Specific problems facing classroom teachers as they attempt to teach Chinese studies are identified. The major portion of the paper provides ten alternatives to typical suggestions on how to improve teaching about China. These alternatives differ from the usual suggestions in that they emphasize supplementing and/or using existing resources rather than beginning anew, and make inservice and preservice training available locally. Alternatives focus on topics dealing with a survey of the field; exchanges and visits; developing a newsletter; resource centers; inservice and preservice training; activities at teachers meetings; evaluating teaching materials; preparing new teacher materials; and checking with teachers and students to verify what they wish to know about China. Appendices are included. ED 065 402 is a related document. (SJM)

The Occasional Paper is intended as a resource document and is designed to provide teachers of Asian studies with an authoritative study of education in the People's Republic of China from 1949 to 1969 where educational effort focuses upon the needs of society rather than the individual. The first twenty years of the history of the People's Republic of China is categorized in terms of six distinct periods of educational reforms. Each of these six periods is analyzed by Dr. S. M. Hu according to its political emphases, educational policy and curriculum trends. The first period of 1949 to 1952 was a consolidation of the regime built, the second period of 1953 to 1957 concentrated on the Five-Year Plan with strong Soviet influence, the third period of 1958 to 1959 impressed the world with the movement of communes and the "Great Leap Forward," the fourth period of 1960 to 1963 proceeded cautiously with a "retrenchment" program, the fifth period of 1964 to 1965 marked by a sharp two-line Party struggle, and the sixth period of 1966 to 1969 alarmed the world with the "Great Cultural Revolution" which means to prepare a new breed of generation. (Author)

A model is used to provide a framework for secondary teachers of intercultural studies who wish to compare and contrast developing nations and, further, to identify characteristics of the nature of the society to determine the nations' modernity. Although C. E. Black's model is general, i.e. it applies to all countries, the author applies this model specifically to the countries of China and Japan. Black examines a society's entrance into a modern era by using categories of intellectual, political, economics, social, and psychological revolutions. Students can not only adapt this system of comparison, but can go further and investigate the leadership of a modernizing society, analyzing the thrust of such impact through examination of four steps: the challenge of modernity, the consolidation of modernizing leadership, economic and social transformation, and the integration of society. A brief description of Black's seven patterns of modernization conclude the paper. (SJM)

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)

This paper reports on a 1-year cross-cultural project designed to compare alternative modes of child care and child care programs in Sweden, Israel, and China with those in the United States. Based upon data available in documents pertaining to children, interviews with scholars involved in research on child care programs, and on-site observations at child care settings in Israel, Sweden, and the United States, this paper attempts to formulate a thesis on the kinds of social environments and interpersonal relationships which are most conducive to learning and academic achievement. Data has been compiled and discussed according to three major topics: role of the child, role of the parent, and role of the caretaker. The most general conclusion that can be drawn about the child care systems, in the United States and elsewhere, is that they are not providing enough of the kinds of care children need most. A second observation is that increased attention and concern in the United States should be paid to the discontinuities between our values and our behavior with respect to children. (CS)

This paper consists of three articles: (1) "Chinese Mathematics Revision in Accordance with the Teachings of Mao Tse-tung," which shows that Chinese teachers are making concerted efforts to improve both their teaching and curriculum; (2) "Training of Mathematics Teachers in the People's Republic of China," which describes the training provided for a mathematics teacher at the Shanghai Pedagogical University up to 1966; and (3) "The Chinese Mathematical Olympiads: A Case Study," which covers the period 1956-1964 and includes sample paper sets. (MM)

The multi-media packages on the ethnic groups in Toronto are an attempt to introduce Toronto teachers, especially teachers of English as a second language, to some of the cultures and societies from which their students come. This paper is an introduction to the multi-media package on China. In the preparation of the guide certain themes and issues emerged. These themes and issues became the criteria for the selection of materials in the package and for the emphasis of the paper. The package gives only a sample of Chinese culture; the text is limited to provide a few reference points to encourage further exploration of Chinese culture, history, and society. Divisions in the guide are: China Now, Chinese Immigrants to China, Hong Kong and the Chinese Immigrant, and Chinese Culture. There is a brief list of primary sources used in the preparation of the guide, as well as a list of the contents of the multi-media package which includes books, audio-visual materials, and prints. Related documents are SO 004 349, ED 066 383, and ED 067 332. (OPH)

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)

This selected partially annotated bibliography of English translated materials on Chinese education since the "Cultural Revolution" is arranged as follows. Section I comprises books and pamphlets. Section II, papers and journal articles, includes "Chinese Education,""Current Scene: Developments in Mainland China,""Daily Report: People's Republic of China,""The Peking Informers,""Selections from China Mainland Magazines,""Survey of China Mainland Press," and "Union Research Service." Section III, magazines, lists "China Pictorial,""China Reconstructs," and "Peking Review." (RJ)

Results of a conference of educational leaders who were interested in teaching about China in secondary education are presented in this report. Points noted in the opening statement are the importance of cross-cultural understanding and the organization of China study in secondary education. The contents of a working paper, designed as a basis for discussion, review the history of China study and how to assist the teacher with substance, materials, and teaching methods. The topics of the conference are summarized under thematic headings. One theme, the need to develop priorities for China study, focuses on how to integrate China studies into existing programs. A teaching demonstration and a panel with high school students emphasize the theme of meeting teachers' and students' needs. Other themes are multimedia materials, multi-organizational cooperation, and financial support. Suggested recommendations are the development of demonstration program packages, collaboration with other organizations, and the urging of inservice and preservice training involving China study as part of teacher education curricula. Rapporteur's conclusions on the strengths and weaknesses of the conference are followed by a list of the participants. (KSM)

GRADES OR AGES: Grade 8. SUBJECT MATTER: Social studies, contemporary East Asian civilization. ORGANIZATION AND PHYSICAL APPEARANCE: The central part of the guide is divided into 11 subunits, each of which is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, four appendixes contain curriculum materials and a list of related books. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists attitudes, understandings, and skills students should have by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)

This conference booklet seeks to assist high school teachers who teach about Asia. Emphasis is upon providing a bibliography, with course outlines and background materials also offered. Four hundred annotated citations focusing on book, periodical, and other resource materials, published within the last decade, are provided for teachers working with advanced and able students who desire to investigate topics in depth. The bibliography is arranged into six main sections: China, India, Japan, Southeast Asia, general, and publishers addresses. In an effort to promote cultural understandings, three course outlines on China and two on India offer examples of differing teaching approaches for secondary grade levels. Four papers provide background readings on several ways of generalizing about Chinese culture and society, land settlement, Chinese ethnocentrism, and the politics of imperial China; the classical music of India; the search for relevance in Japanese history; and nationalism and communism in Southeast Asia. (SJM)

Paper presented at the Fifteenth Duke University Conference on Teaching the Social Studies

This report provides ethnographic descriptions of schools in the People's Republic of China derived from a visit to the PRC in December, 1972; the paper begins with a brief background, describes the schools visited, and concludes with interpretative comments. (Author/JM)

IN 1960 AT THE UNIVERSITY OF PENNSYLVANIA A CONFERENCE WAS CONVENED TO SURVEY THE RESOURCES AVAILABLE IN THE UNITED STATES FOR THE DEVELOPMENT OF LANGUAGE AND AREA STUDIES OF SOUTH ASIA AND TO MAKE RECOMMENDATIONS FOR A PROGRAM OF DEVELOPMENT. THE 23 PARTICIPANTS INCLUDED PROMINENT AMERICAN SCHOLARS FROM UNIVERSITIES WHERE SOUTH ASIAN LANGUAGES ARE TAUGHT AND REPRESENTATIVES OF THE FOREIGN SERVICE INSTITUTE AND OTHER INTERESTED GROUPS. ELEVEN WORKING PAPERS WERE PREPARED FOR THE CONFERENCE AND ARE PUBLISHED HERE. THE PAPERS DEAL WITH AMERICAN RESOURCES FOR SOUTH ASIAN LANGUAGE STUDY AND SUGGEST PRIORITIES FOR FURTHER WORK ON NEW TEXTS, RESOURCE MATERIALS, TEACHING METHODS, AND CURRICULUM GUIDES. IN A "REPORT OF THE CONFERENCE," ALSO PUBLISHED IN THIS VOLUME, THE EDITOR SUMMARIZES THE TOPICS COVERED AT THE CONFERENCE MEETINGS AND PRESENTS THE SPECIFIC RECOMMENDATIONS OF THE PARTICIPANTS. THIS BOOK IS PUBLISHED BY THE UNIVERSITY OF PENNSYLVANIA PRESS, 3436 WALNUT STREET, PHILADELPHIA, PA. 19104, ($4.00). (JD)

A GENERAL STUDY WAS MADE OF THE ORGANIZATION OF THE BOOK PUBLISHING INDUSTRY IN COMMUNIST CHINA. FIRST THE PAPER REVIEWS BRIEFLY THE PRIVATE INDUSTRY OF PUBLISHING IN PRE-COMMUNIST CHINA. NEXT THE COMMUNIST NATIONALIZATION OF THE PUBLISHING ENTERPRISE IS DESCRIBED. THEN THE AUTHOR DISCUSSES THE PUBLISHING OF THE FOLLOWING CATEGORIES OF BOOKS--WORKS OF MAO TSE-TUNG AND OTHER CHINESE COMMUNIST LEADERS, BELLES LETTRES (MODERN AND CLASSICAL), HISTORY AND ECONOMICS, SCIENCE AND TECHNOLOGY, DICTIONARIES, POPULAR READING MATERIALS, CHILDREN'S READERS AND SPECIALLY DESIGNED BOOKS FOR THE MINORITY RACES IN CHINA. THE AUTHOR ALSO DISCUSSES BRIEFLY CHINA'S TRANSLATION OF BOOKS FROM FOREIGN COUNTRIES, ESPECIALLY THE SOVIET UNION AND CHINA'S EXPORT OF BOOKS TO FOREIGN LANDS. FINALLY THE AUTHOR DISCUSSES THE GENERAL READING REFERENCES AMONG THE CHINESE PUBLIC TODAY AND NOTES THE POPULARITY OF CLASSICAL LITERATURE. THIS DOCUMENT IS AVAILABLE AS AD-651-563 FROM THE CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, SPRINGFIELD, VIRGINIA 22151, $3.00 FOR HARD COPY, $0.65 FOR MICROFICHE, 98 PAGES. (AUTHOR)