Ruth Hayhoe – författare

This first comprehensive account of Chinese higher education during the modern period examines the first hundred years of the development of universities in China, with special emphasis on the cultural patterns that shaped them in ways that differed from the development of Western universities. The first chapter compares Chinese and Western traditions of higher education and sets the Chinese experience in the wider historic framework of imperialism and colonialism. The rest of the volume traces the development of Chinese universities chronologically, with three main themes explored in each period: the knowledge map, or the struggle to develop a modern curriculum; the gender map or issues around the participation of women as students and teachers in modern higher education; and the geographical map, or the efforts to ensure that modern higher education became accessible throughout the whole country. The periods covered by the volume are the republican (1911-1949), the socialist period (1949-1976), the reform decade (1978-1990), and the movement toward mass higher education in the 1990s. An index is included.

Education is seen by the Chinese as a key element in the modernisation of their country and in maintaining socialism. This book, first published in 1984, examines the nature of modern education in China since 1976, and looks at different parts of the system, the content of teaching and teaching styles. It considers how far the Chinese educational system has been affected by foreign powers and changing political ideology and is unique in that, using empirical data, it places the Chinese system in a world perspective.

Thomas Dixon was a lawyer, North Carolina state legislator, Baptist minister, lecturer, and novelist. This novel, an abridgement by Cary Wintz was originally published in 1905. It reflects turn-of-the-century attitudes most southerners had about Republican rule during Reconstruction.

Recent events in Tianamen Square have made such books abruptly important, though in some aspects outdated. This one examines reforms in higher education from before the republic to March 1988, and focuses on educational and economic relations with groups outside China, and the effect the reforms may

The essays in this volume examine China's medievalism from the viewpoint of cultural history, philosophy and comparative literature. Contributors discuss the lingering effects of the Middle Ages on Chinese thought and industry, and assess how these attitudes affect China's relations with the West.

This reissue (1996) provides an in-depth analysis of the development of the Chinese university during the twentieth century – a period of momentous social, economic, cultural and political change. It brings together reflections on the Chinese university and its role in the two great experiments of modern China: Nationalist efforts to create a modern state as part of capitalist modernisation, and the Communist project of socialist construction under Soviet tutelage. In addition to these two frames of discourse, other models and patterns are examined: for instance, the persistence of cultural patterns, or Maoist revolutionary thought.

Education is seen by the Chinese as a key element in the modernisation of their country and in maintaining socialism. This book, first published in 1984, examines the nature of modern education in China since 1976, and looks at different parts of the system, the content of teaching and teaching styles. It considers how far the Chinese educational system has been affected by foreign powers and changing political ideology and is unique in that, using empirical data, it places the Chinese system in a world perspective.

This book, first published in 1987, studies the practical and intellectual import of China's educational relations with the industrialised West, the Soviet Union and Japan. On the practical level, it provides a broad historical and philosophical context within which the possibilities and dangers inherent in China's educational involvement with developed countries may be considered. The book tests the theory that education transfers from the developed to the developing world have been used to consolidate political domination and economic exploitation by providing a detailed and provocative historical analysis of China's relations with the major developed nations.

This book, first published in 1987, studies the practical and intellectual import of China's educational relations with the industrialised West, the Soviet Union and Japan. On the practical level, it provides a broad historical and philosophical context within which the possibilities and dangers inherent in China's educational involvement with developed countries may be considered. The book tests the theory that education transfers from the developed to the developing world have been used to consolidate political domination and economic exploitation by providing a detailed and provocative historical analysis of China's relations with the major developed nations.

This reissue (1996) provides an in-depth analysis of the development of the Chinese university during the twentieth century – a period of momentous social, economic, cultural and political change. It brings together reflections on the Chinese university and its role in the two great experiments of modern China: Nationalist efforts to create a modern state as part of capitalist modernisation, and the Communist project of socialist construction under Soviet tutelage. In addition to these two frames of discourse, other models and patterns are examined: for instance, the persistence of cultural patterns, or Maoist revolutionary thought.

Education is seen by the Chinese as a key element in the modernisation of their country and in maintaining socialism. This book, first published in 1984, examines the nature of modern education in China since 1976, and looks at different parts of the system, the content of teaching and teaching styles. It considers how far the Chinese educational system has been affected by foreign powers and changing political ideology and is unique in that, using empirical data, it places the Chinese system in a world perspective.

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single, manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.Ruth Hayhoe is a distinguished scholar in comparative education and higher education, as well as one of the most highly regarded experts on Chinese education in the world. Extremely well respected throughout China, she has authored about 75 articles and book chapters, as well as several books on Chinese education and East-West relations in education.This selection of 15 of her most representative papers and chapters documents the most significant works of her research on Chinese education, higher education and comparative education. The three sections cover:comparative education and Chinahigher education and historyreligion, culture and educationThe collection not only helps foreign scholars understand Chinese education development in its cultural context comprehensively and systemically, but also provides a fresh point of view for education practitioners and policy makers in China.Podcast of Professor Ruth Hayhoe's interview at New Books Network discussing this book and her distinguished career: http://newbooksnetwork.com/ruth-hayhoe-china-through-the-lens-of-comparative-education-the-selected-works-of-ruth-hayhoe-routledge-2015/

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single, manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.Ruth Hayhoe is a distinguished scholar in comparative education and higher education, as well as one of the most highly regarded experts on Chinese education in the world. Extremely well respected throughout China, she has authored about 75 articles and book chapters, as well as several books on Chinese education and East-West relations in education.This selection of 15 of her most representative papers and chapters documents the most significant works of her research on Chinese education, higher education and comparative education. The three sections cover:comparative education and Chinahigher education and historyreligion, culture and educationThe collection not only helps foreign scholars understand Chinese education development in its cultural context comprehensively and systemically, but also provides a fresh point of view for education practitioners and policy makers in China.Podcast of Professor Ruth Hayhoe's interview at New Books Network discussing this book and her distinguished career: http://newbooksnetwork.com/ruth-hayhoe-china-through-the-lens-of-comparative-education-the-selected-works-of-ruth-hayhoe-routledge-2015/

Portraits, whether graphic or verbal, have distinct purposes and values. Professor Ruth Hayhoe has produced a whole gallery of valuable portraits in the present book. Some of the most effective portraits seem to encourage their observers to recognize interplay between foreground and background.

With a stronger focus on the teacher’s role and emerging alternative pedagogies in diverse settings, this thoroughly updated second edition draws on research by scholars from the Americas, Australia, Africa, Asia, Europe, and the Middle East. Comparative and International Education offers an overview of the history of comparative education and educational development, exploring issues related to social justice, human rights, gender equality, and Indigenous knowledge in the classroom. Appropriate for use in undergraduate and graduate education courses, this edited collection will help students better understand how globalization has impacted the classroom and led to the internationalization of schooling.Features:includes discussion questions, suggestions for further reading, and links to video resourcesstudents will have access to the Comparative and International Education companion website which features links to online resources

An in-depth study of Ma Xiangbo, one of the most prominent Catholic thinkers in modern China.

This work is a dialogue on alternative approaches to knowledge and higher education characteristic of the Western University. Western scholars approach these issues from the viewpoint of the challenges facing the university and Eastern contributors explore parallel issues in their societies.

This book introduces four influential Chinese educators of the later 20th century whose writings had enormous influence on many dimensions of the educational reforms which underly China’s remarkable transformation into a global superpower. None of them published in English and only Li Bingde, a leader in educational experimentation, had studied abroad. Huang Ji at Beijing Normal University was an educational philosopher who interpreted Chinese classical texts as well as arts such as calligraphy and painting in ways that brought new life to Chinese pedagogy. Lu Jie at Nanjing Normal University and Wang Fengxian at Northeast Normal University were leaders in developing a whole new approach to moral education that highlighted subjectivity and self awakening as China became a socialist market economy.

This book examines the ways in which China’s universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders.The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China’s longstanding scholarly traditions

Full Circle is the story of a life transformed by long exposure to the people and culture of China and East Asia. The stories of many people in Hong Kong, China and Japan are interwoven into this narrative account, as Ruth Hayhoe shares what it was like to live through a series of major transitions - from the Cultural Revolution in 1967, to Hong Kong's return to China in 1997.

China's economic rise has surprised the world, and most governments and large corporations feel the need for a China-strategy to shape their relations with this emerging super-power. What do they know, however, about the educational ideas and achievements that have contributed to this economic success? Names of political figures such as Mao Zedong, Deng Xiaoping and Jiang Zemin are household words, yet how many people have heard of Li Bingde, Gu Mingyuan, Lu Jie or Ye Lan? Substantial research has been done on Chinese educational development by Sinologists and Comparative Educationists, making a wealth of data and analysis available to the specialist reader. Most of these studies have been framed within Western social science parameters, integrating an objectivist assessment of Chinese education into the international research literature. This book conveys an understanding of China's educational development from within, through portraits of eleven influential educators whose ideas have shaped the educational reforms initiated by Deng Xiaoping in 1978.They are portrayed in the context of their cultural heritage, families, communities and schools, offering their own deeply reflective interpretations of Chinese education. The book is written for the general reader, to provide glimpses into the educational context of China's recent move onto the world stage.

This book brings together English translations of thirteen research papers published in recent years by Chinese historians, sociologists, and educators. These papers investigate various dimensions of the legacy of China’s historic The Christian Universities which continues to inspire higher education reform in China even in the twenty-first century.This book focuses on Christian Universities, which fostered a particularly notable Liberal Arts Education in the Chinese context. Besides embracing some ideals in common with Liberal Arts Education developed in the West, their Liberal Arts Education curriculum had an emphasis on readings in the classics, history, philosophy, religion, ethics, and literature which conveyed traditional Chinese values. The Christian Universities also shared a strong commitment to moral formation, community service, and global citizenship education. This book emphasizes Liberal Arts Education that focused on the whole person, whereacademic knowledge, skills, and character were equally valued. The book presents distinctive characteristics of the study of Christian higher education in China and the interplay between globalization and localization.

This book brings together English translations of thirteen research papers published in recent years by Chinese historians, sociologists, and educators. These papers investigate various dimensions of the legacy of China’s historic The Christian Universities which continues to inspire higher education reform in China even in the twenty-first century.This book focuses on Christian Universities, which fostered a particularly notable Liberal Arts Education in the Chinese context. Besides embracing some ideals in common with Liberal Arts Education developed in the West, their Liberal Arts Education curriculum had an emphasis on readings in the classics, history, philosophy, religion, ethics, and literature which conveyed traditional Chinese values. The Christian Universities also shared a strong commitment to moral formation, community service, and global citizenship education. This book emphasizes Liberal Arts Education that focused on the whole person, whereacademic knowledge, skills, and character were equally valued. The book presents distinctive characteristics of the study of Christian higher education in China and the interplay between globalization and localization.