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These lessons were developed by participants in a 1986 Fulbright Group Project Abroad sponsored by the East Asia Resource Center at the Jackson School of International Studies, University of Washington. The lessons were developed cooperatively and are aimed at the middle school student. Lessons include: (1) "The Qin Dynasty" (Marte Peet); (2) "Confucius" (Marte Peet); (3) "Monkey Tales" (Elaine Magnusson); (4) "The Rooster's Horns" (Elaine Magnusson); (5) "Chinese Shadow Puppets" (Sam Hayes, Tarry Lindquist, Elaine Magnusson); (6) "What's in a Name" (Elaine Magnusson); (7) "Luo Xianda's Family, School, and Home" (Theresa Ralph); (8) "Constitutions Across the Sea" (Tarry Lindquist); (9) "Research Skills and Chinese Agriculture" (Tarry Lindquist); and (10) "Chinese Aquaculture" (Elaine Magnusson). Appendices offer pronunciation tips, weights and measures, and resources. (EH)

Five projects are reported that examined factors related to adult learning in nontraditional environments. "Conrad, Montana: A Community of Memories" (Janice Counter, Lynn Paul, and Gary Conti) reports on a group of adults who for over 40 years have been active in building a better community for friends, relatives, and themselves. A 17-item bibliography lists archives, interviews, and articles, books, and records. "Investing in the Capital Assets of Adults" (Allen Moore) assesses the broad economic implications for a Southern community of its citizens' participation in educational activities. "Contrasting Foundations for Learning and Teaching: Selfhood in China and the United States" (Daniel Pratt) examines the influence of cultural traditions on learners. A model is proposed for how people develop a sense of self. "Educational Barriers to Rural Adults" (Stanley Easton) focuses on barriers to educational participation for adult learners in the rural Northwest. "Development and Utilization of Professional Literature: A Survey of Adult Education Professors" (Ralph Brockett) examines the creation of knowledge in an organizational culture. (YLB)

The tenth volume in a series, this publication is a collection of papers produced by college students in women's studies classes around the country. The major purpose of the collection is to provide teachers and students in the field with access to the products of classes other than their own. Most of the writings come from the humanities or from introductory interdisciplinary courses. The anthology is divided into four sections. The first section contains biographical essays, journal excerpts, autobiographies, and poems on the theme of mothers and mothering. Section two contains five autobiographies. Research reports are included in the third section. Topics researched include the role of women in children's popular ballads, women and the Mormon Church, women in sports reporting, and rural Chinese women. The fourth and final section contains creative works--a short story, poems, a play, and a song. (Author/RM)

In this report Harold L. Enarson, President of Ohio State University, discusses a three-week study tour of China which he and heads of 11 other universities made in the fall of 1974. The author talks about his anticipations en route to China via Anchorage and Tokyo; shares his first impressions of China during an airport stop in Shanghai; and relates his tour of Peking University, describing the pagoda type buildings and the 50 degree unheated classrooms. He describes his tours of the Great Wall, the Ming Tombs, and a factory where 1300 workers spend eight hours a day, six days a week, producing the famed cloisonne, works of jade, ivory, and filigree. During a visit to the May 7 School located near Peking, the author talks to students (most of whom are in their thirties and forties) about their six-month course which involves them in both hard physical labor--laying brick and farming--and studying. Also described is a visit to the Shenyang factory which produces transformers for the electric power system and for export, and an interview with Teng Hsiao-p'ing, 70-year-old vice-premier of China. The report concludes with a description of the author's visit to a Shanghai school, home, commune and neighborhood organization and with his post-China reflections. (Author/RM)

A description of "barefoot doctors" in the People's Republic of China is presented. These peasant doctors are commune workers who have taken basic courses in medical treatment. Because 80% of the population lives in a rural agricultural setting, and because most doctors and medical services are located in cities, there is a serious need for medical personnel in the rural areas of the country. After Chairman Mao declared in 1965 that emphasis in medical and health work should be stressed in rural areas, preparation of "barefoot doctors" began. They are selected by fellow commune workers on the basis of intelligence, educational level, desire to become doctors, and will to serve the commune. They can be of any age or sex. All undergo three to six months formal training in either a commune hospital, agricultural college, or medical college. This is followed by on the job training. Courses include anatomy, physiology, pathology, acupuncture, and medicinal herbs. Basic responsibilities are environmental sanitation and preventive medicine. They supervise collection, treatment, storage, and use of human excrement for fertilizer; spraying of pesticides; and storage of drinking water. They dispense first aid, immunizations, and health examinations; and decide when a person should be sent to the commune hospital. (Author/AV)

The controversy surrounding the Chinese film "Pioneers" is analyzed and presented as a case study of a film caught in the recent two-line struggle in literature and art in the People's Republic of China. Within the history of the arts in China, there has been a difference of opinion between those in favor of the continued portrayal of bourgeois themes and those who believe in the exclusive depiction of the struggles of the worker. Those two opposing views have come to be called the two-line struggle in literature and art. "Pioneers" is a feature length film documenting the successful establishment of a model revolutionary industrial community near Siberia. It was filmed in the early 1970s at the suggestion of Premier Chou En-lai. However, upon its completion in 1975, its release was banned by Chiang Ch'ing, Mao's wife, whom he had made overseer of all fine arts productions. She condemned the film for glorifying the achievements of specific individuals. Mao disagreed with her decision, but she persisted in keeping the film and its producers under surveillance. Since the arrest of Chiang Ch'ing in October 1976, Mao's successor has allowed the film to be released. Perhaps this indicates his support of Chou En-lai and Mao or perhaps he sees no serious errors in revolutionary thought in the film's content. (Author/AV)

As an introduction to the role of children's literature in the People's Republic of China, the author provides an overview of the content and themes of Chinese children's literature. The role of amateur writers is discussed and popular works of Chinese children's literature are summarized. The author also contrasts content and objectives of children's literature in China and the United States. Chinese teaching style, which emphasizes political education, publicizes models for emulation and fosters the ideology of collectivism. The American teaching style publicizes creativity, individual worth and gain, and fosters the ideology of capitalism. Eight stories for Chinese children are identified and summarized. All stress the children's contribution to protecting collective property and fighting against imperialism. The books are very inexpensive and are therefore accessible to the working class. In local communities, individual storytellers often become well known for helping to instill proper political and moral values. Books and storytellers both illustrate a basic belief, stemming from Mao's ideas, that influencing and shaping attitudes is by far the most important task of teachers and schools. (Author/AV)

This paper highlights the developments in teaching methods in China in the era of the post-Cultural Revolution, and explains how these methods grew out of educational experimentation during the Yenan period. The Yenan period followed the historic "long march, "when Mao Tse-tung and the People's Liberation Army (PLA) established their base in Shensi province. At that time, a school was established characterized by political education, firm leadership, integration of theory with practice, and simplified curriculum. The basic method of teaching was the enlightenment method, an inquiry process involving initial questions and group discussion to develop answers. Many of these practices are now prevalent in Chinese schools. Political education stressing Maoist teachings is of primary importance and begins in the fourth grade. Schools are run by workers, revolutionary cadres, and local PLA Units. Curriculum is related to needs of individual communities. Productive labor is emphasized as well as book learning, a concept which helps produce a classless society. The teacher's authority is not absolute; traditional respect for teachers' intellectual superiority is no longer acceptable. This has created a need to re-educate teachers to have an ideological outlook consistent with Maoist tenets. Problems arising from this change include class discipline and blending Maoist thought into all lesson content. (Author/AV)

The document analyzes Mao Tse-Tung's "Three Main Rules of Discipline" and "Eight Points For Attention" and presents, by way of comparison, the text of the "Code of Conduct" issued by the President of the United States for members of the armed forces during the Vietnam War. Mao's regulations were revised by the General Headquarters of the Chinese People's Liberation Army in 1947 as follows: obey orders in all your actions, do not take a single needle or piece of thread from masses, and turn in everything captured. The "Eight Points for Attention" were revised to include the following: (1) speak politely, (2) pay fairly for what you buy, (3) return everything you borrow, (4) pay for anything you damage, (5) do not hit or swear at people, (6) do not damage crops, (7) do not take liberties with women, and (8) do not abuse captives. The "Code of Conduct" for American soldiers, intended to inform them of behavior expected of them during war time, contains six statements: I am prepared to give my life in defense of my country; I will never surrender of my own free will; if captured, I will continue to resist; if I become a prisoner of war, I will keep faith with my fellow prisoners; when questioned, I will make no statements disloyal to my country; and I will never forget that I am an American fighting man. (Author/DB)

The monograph, presenting a history of cultural exchanges between the United States and China from 1942-49, focuses upon the effect of Department of State cultural programs on international cooperation and understanding. Based upon primary source material in the form of reports and daily correspondence between Washington and the American Embassy in Chungking, the report is presented in 10 chapters. Chapter I reviews establishment of the China Program in 1942, with allocation of $150,000 from the Emergency Fund for the President. Chapter II examines political decisions and actions relating to development of the China Program in Chungking and Washington. Chapter III discusses contributions of individuals and private organizations to cultural exchange with the Chinese. Chapter IV identifies individuals and media (such as microfilm collections of learned journals) which conveyed information between the two nations. Chapter V describes locations, approval, appointment, and conveyance of American technical and cultural leaders to China. Chapters VI and VII appraise visits of Chinese educators, artists, and students to the United States. Chapters VIII and IX discuss the phase-out of war emergency programs at the end of World War II and the transition to the Fulbright program of international exchange. The final chapter presents a history of the Fulbright Exchange Program from 1948-49. Included in the appendix is a directory of Chinese and American individuals who participated in the cultural exchange program between 1942 and 1949. (Author/DB)

This book contains papers presented at a conference focused on the subject of funding for higher education and providing comparative perspectives on, and case studies of, educational financing from around the world. After an introduction by Ernest L. Boyer, the papers and their authors are as follows: "The Costs of Higher Education: Worldwide Issues and Trends for the 1990s" (D. Bruce Johnstone); "Optimizing Allocation Strategy" (William F. Massy and Michael C. Hulfactor); "University Strategies for the Third Stream of Income" (John Furstenbach); "The Future of Higher Education Financing" (George Psacharopoulos); "Sources of Revenue" (Ihsan Dogramaci); "Are University Funding Systems in Need of an Overhaul?" (Karel Tavernier); "Industry-University Research Collaboration: An Option for Generating Revenue" (Linda Parker); "Higher Education Funding in Open Door China" (Richard A. Hartnett); "Toward Understanding the Economics of African Higher Education" (Teshome G. Wagaw); "Allocating Budgets Using Performance Criteria" (Michael A. Brown and David M. Wolf); "Changing Patterns in the Funding of University Education and Research: The Case of the Netherlands" (Cornelius A. Hazeu and Peter A. Lourens); "Issues in Funding Higher Education in Eastern Europe: The Cases of the Czech Republic and Slovakia" (James E. Mauch and Daniel S. Fogel); "Problems of Funding the Transformation of Higher Education in East Germany" (Helmut de Rudder); "Higher Education Funding in Australia" (Brian G. Wilson); "Canadian Universities and the Politics of Funding" (Howard Buchbinder and P. Rajagopal); and "Constructing the 'Post-Industrial University': Institutional Budgeting and University-Corporate Linkages" (Janice A. Newson). Contains an index. (GLR)

This volume examines teacher education in countries having vigorous reform movements, along with their potential to influence other countries. The issue of teacher education in liberal and people's democracies as well as in industrial and developing countries is studied. Attention is called to such topics as aims and content of teacher education; the selection, retention, and certification of teachers; the organization, administration, and control of teacher education; and the social and intellectual characteristics of teachers and teacher educators. Following an introduction by the editor, the book is organized into two parts, each consisting of three chapters. Part 1, entitled "Teacher Education in Liberal Democracies," includes: "The Education of Teachers in England and Wales" (Harry Judge); "The Education of Japanese Teachers: Lessons for the United States?" (Willis D. Hawley); and "Research and Teacher Education in the American University" (Marvin Lazerson). The second part, "Teacher Education in Peoples' Democracies," incorporates "Teacher Education in the Soviet Union: Processes and Problems in the Context of Perestroika" (Valeri M. Pivavarov); "Teacher Education in Revolutionary Nicaragua" (Robert F. Arnove and Anthony Dewees); and "Teacher Education in the People's Republic of China" (Lynn Paine). (LL)

This informational yearbook reflects the development of the educational system of the People's Republic of China using data from the provincial governments and municipalities. Information is presented in the following tables: (1) national summary tables; (2) higher education; (3) secondary education; (4) primary education; (5) special education; (6) pre-primary education; (7) adult education; (8) examinations for self-taught students; (9) public expenditure on education; (10) geographical distribution of schools by type and level; and (11) overview of educational development in cities listed as independent planning agencies. In all, there are 125 tables. The text is presented in parallel Chinese and English versions, and statistical data are given in Arabic numerals. (SLD)

A newly developed course on education in contemporary China is described. Objectives, curriculum materials, teaching strategies, learning activities, and evaluation are briefly outlined. The three-credit, college-level course explores educational policy and practice in the People's Republic of China since 1949, with emphasis on the interrelationship between political ideology and the educational system. The course outline provides an idea of the historical periods and educational topics to be covered and describes the course components, consisting of lectures, readings, research papers, student seminars, and a glossary project. Directions are given for preparation of the research papers, seminar presentations, and the glossary project. Two bibliographhies are provided. One lists periodicals available in English or Chinese from Taiwan and the People's Republic of China, as well as monitored broadcasts, journals, and special bibliographic sources. The other is a list of books published since 1965 on topics, such as periods in Chinese history, medicine, women and childcare, education of minorities, and other aspects of education. (AV)

This book is primarily a scholarly monograph on ancient Chinese theory and application concerning the right triangle, based on evidence contained in classical mathematics texts and scrolls. It is also the first complete English translation of the ninth chapter of the Chiu chang suan chu, the richest source of problems from antiquity dealing with the right triangle. Sections of the monograph include: (1) Perspectives; (2) The Chiu Chang's Problems Involving Right Triangles; and (3) Conclusions. The authors conclude that the oldest recorded proof of the "Pythagorean" theorem was of Chinese origin. (RH)