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An overview of the book (368 English words):
Past unsuccessful lessons of educational borrowing from some developed
countries into developing ones were originated from the positivistic doctrines
of educational internationalization with an Euro-centric basis in the 1960s.
However, with recent paradigmatic shifts in postmodern reflections on value-orientations
and methodological frameworks, many critical comparativists like C. Geertz,
V. Rust, R. G. Paulston and V. Masemann contend that recent educational
reforms in one country or racial culture should involve its distinctive
ethnographic elements, instead of radical educational transplantation through
globalization or internationalism of education.
This anthology consists of 15 symposium papers with commentators' reports
at National Taiwan Normal University with 3 international honorable guests
and 26 Taiwanese participants, paper presenters, translators and commentators.
Section I focus on the relationships between educational internationalization
and indigenization in the realm of social science, presented by a Taiwanese
social scientist and such relationships towards a Taiwanese educational
policy, represented by Val. D. Rust. Section II is specified in understanding
'other cultures, persons and systems' in post-colonialism or critical hermeneutics
theoretical frameworks when involving internationalization or globalization
in education, presented by Antony R. Welch and commented by Yang Shen-keng.
Then follows national development of adult education in the United States,
presented by Sharan B. Merriam.
Section III explores the development of Taiwan's educational history
in the past 50 years, necessity of considering school practitioners' indigenous
views into building educological frameworks and complementary roles of
internationalization and indigenization, based on Taiwan's development
of educational philosophy. Section IV offers retrospective and anticipatory
views of Taiwan's studies on sociology of education, its academic positions
and regional studies on educational administration in the 1990s.
Section V reviews and anticipates some Taiwanese experiences of doing
comparative education research in international perspective, evaluates
Taiwan's development of adult education in factor analysis and some feminist
issues in the development of educational studies in Taiwan. Section VI
touches relationships between education and psychology, essence of educational
psychology and evaluates past educational psychological research done in
Taiwan. Then it uncovers relationships between epistemological assumptions,
paradigmatic shifts in conceptions of education in the holistic 9-year
curricular reforms and their implementation problems in Taiwan, based on
some theoretical frameworks concerning the impacts in changes of societal
epistemology upon theory and practice of school curricula.
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