If you are looking for a single, comprehensive, authoritative volume on contemporary Chinese education, forget it. Such a book has yet to between. However, with a little industry you can assemble a collection of materials that will fill the bill. To begin with, the philosophical and psychological assumptions that guided Chinese education through the Revolution are brilliantly elucidated in Donald J. Munro’s The Concept of Man in Contemporary China (1977), especially Chapter 5, “The Role of the Schools.” To trace permutations of policy from 1949-1976, see Ronald N. Montaperto’s essay, “China’s Education iii Perspective, “in China’s Schools in Flux, edited by Montaperto and Jay Henderson(1979). For a useful overview of education in the PRC, see Part One of Thomas Fingar and Linda A. Reed, An Introduction to Education in the People’s Republic of China and U.S.-China Educational Exchanges (1982),available from the National Association for Foreign Student Affairs, 186019th Street, N.W., Washington, D.C. 20009. A historical perspective on Chinese universities can be found in my own “The idea of Liberal Education in China” in The Limits of Reform in China (1983). For the secondary school scene, see Stanley Rosen, “Obstacles co Educational Reform in China,” Modern China 8:1 (January 1982), pp. 3-40.

When it comes to critical analysis of Chinese education since the death of Mao, Suzanne Pepper is without peer. Working out of Hong Kong, Pepper skillfully utilizes written sources, refugee interviews, and firsthand material collected on China research trips. Consult her articles;” Education and Revolution: The ‘Chinese Model’ Revised,” Asian Survey18:9 (September 1978), pp. 847-890; “Chinese Education after Mao,” The China Quarterly 81 (March 1980), pp. 1-65; and “China’s Universities,” Modern China 8:2 (April 1982), pp. 147-204. In addition, try to lay your hands on a file of Chinese Education, which has appeared quarterly since 1968. The journal features translations from Chinese books, periodicals, and newspapers, with preparatory essays by authorities in the field. Issues of particular interest include spring-summer 1979 (“Educational Policy after the Gang of Four”), winter 1981-82 (“Encyclopedia of Education, 1980″), and summer-fall 1981, a translation of a Chinese world history textbook.

See also the section on education in F.M. Kaplan and J.M. Sobin, Encyclopedia of China Today, 4ch edition (1988). Finally, the National Committee un US-China Relations, 777 United Nations Plaza, 9B, New York, New York 10017, is an excellent source fur all kinds of information, including up-to-date lists of other educational tour groups and their re-ports, topically defined packets of newspaper clippings and press and radio translations, and a five-page “Bibliography on Education in China.” The National Committee will also prepare comprehensive China briefing kits.
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