The Three-Ways Interactions Of Politics, Economy And Education

Sino-American educational exchanges before the establishment of diplomatic relations belongs to the special kind. From 1949 to 1978, no normal diplomatic relations between the two states, and no official bilateral educational exchanges in the real sense, almost all of the exchanges were under the banner of nongovernmental exchanges. However, all of the exchanges had evident political backgrounds. The first 20 years is a interrupted period of Sino-American educational exchanges, and the later 10 years is a period of resuming. During the later, the economic factor emerged as a new force in the educational exchanges, and the politics, economy and education made a three-ways interactions obviously. During the 30 years, pure educational exchanges were not much in the number and not high in the level, but the problem of educational exchanges was a major one in bilateral relations, and the exchanges relevant to the education was the main style among the nongovernmental exchanges all along. In the Sino-American relations, the problem of educational exchanges became a special important status from the marginal.From 1949 to 1978, the PRC consolidated the new regime, and started the socialist transformation and the socialist construction, explored the Chinese socialist road. Within that period, the Sino-American educational exchanges revealed the Sino-American relations from national sovereignty, national security and modernization in a deep way, and it was a very important pointcut for researching this period's bilateral relations. Therefore, this paper researches the education exchanges within the interactions of political, economic and educational dimensions, in order to get through the educational exchanges of modern and contemporary, before the establishment of diplomatic relations and after, and unfold the complicated relations with politics, economy and education, and the unusual functions about international education exchanges.In this paper, the education exchanges is defined as following:Personnel relative to the government departments, business communities and civil orgnizations, exchange educational and scientific research's productions, educational systems, theories and methods and the like, by ways of personnel exchanges, projects cooperation, cooperation in Running Schools, international conferences and teaching materials building, in order to achieve political, economic and cultural benefits. This definition can be perfectly used to analyze the Sino-American educational exchanges from 1949 to 1978, and also exchanges after 1978.This paper's materials is based on People's Daily, Reference News and part of the archival materials from the United States. People's Daily and Reference News reported a deluge of information about the educational exchanges, imply the importance of education exchanges in the relationships of the PRC and the U. S., and, undoubtedly, providing a serial of evidence for clarifying the central facts of education exchanges. To enhance the scientific of the research about the Sino-American educational exchanges from 1949 to 1978, this paper insists that the most important principle is that everything in this paper can be verified. In other words, seek truth from facts, and carry on concrete analysis of specific issues. Consequently, this paper lists a great number of historical data, draws many necessary diagrams and tables, enumerates some representative cases, in order to reconstruct the real educational exchanges before the establishment of diplomatic relations, probe functions of education exchanges at that time and influence over that following Sino-American relationships, the PRC's reform and opening policy and the great development of educational exchanges.The 1949-1978 Sino-American educational exchanges can be separated by 1969 into two stages, the first stage in which education exchanges were interrupted, and the second stage in which education exchanges rehabilitated. Specifically, the first 20 years can be subdivided in to four phases, wait-and-see (1949-1950), interruption (1950-1955), China showed good but United States closed exchanges (1956-1960), and United States showed good but China closed exchanges (1961-1968). The last 10 years can be subdivided into three phases, resuming (1969-1972), development and hesitation (1973-1976), and breakthrough (1977-1978). The period of the first 20 years is a rivalry period, and contains tentative interactions. However, for both of them can not get an unanimous rhythm, so the direct educational exchanges which both treated it as rightful were completely interrupted after the Korean War broken out in 1950. China gradually took over the cultural and educational institutions that operated by the U. S., and the U. S. prevented Chinese students and scholars into coming back with any possible ways. In the first 20 years, exchanges, which were not totally interrupted but discontinuous and limited, thought as lawful at one side and unlawful at another side, or happened in the third country. The later 10 years, step by step, was a improving period in relationships of both and educational exchanges. In a word, bilateral direct educational experienced from nothing to something, from less to more, gradually emphasized, and came into effect. On the other hand, the development trend was not without difficulties but wave-type forward, and upward spiral.This paper consists with introduction and text. Introduction analyses the conceptions on international educational exchanges and Sino-American educational exchanges, introduces the academic research on contemporary Sino-American educational exchanges both in the PRC and the U.S., and shows the research ideas. The text has five chapters, in which the first to the fourth analyzes the history of education exchanges development according to the time, the last chapter makes a comprehensive research about the 30 years.Chapter 1:The Break of Sino-American Educational Exchanges (1949-1968). There is a long fierce rivalry period of Sino-American relations after a short time of observing. This chapter includes a introduction to the Sino-American educational exchanges before the establishing of the PRC, the break of Sino-American educational exchanges, the preparation and some limited communication made by them in order to revive educational exchange during their rival time. This chapter analyzes the background of the break of Sino-American educational exchanges through analyzing the relationship of the two states from and after the establishing of the PRC and analyzes the problem of educational exchanges during that broken time through analyzing China's cultural and educational institutions which accepting the American allowance and striving for the returning home of the Chinese students and scholars in America. It thinks that Chairman Mao's idea of learning from other countries and the adjustment in the educational departments after the change of relationship between China and the Union of Soviet make a good preparation both mentally and practically for the recovery of Sino-American educational exchanges. In addition, the issue of National Defense Education Act, the development of Chinese study, the hearing of Fulbright, the founding of Committee on Scholarly Communication with Mainland China, National Committee on United States-China Relations and the Committee of Concerned the Asian Scholars, all of these make a good preparation for the recovery of Sino-American educational exchanges. The limited exchanges in the rivalry period were mainly focused on educational exchanges at the Sino-American ambassadorial talks, youth delegation exchanges, art exchanges, academic exchanges and the American friends visiting China.Chapter 2:The Recovery of Sino-American Educational Exchanges (1969-1972). The relations of both countries became to relax in that period. This chapter separate into two parts, the first is the individual and the delegations from the U. S. visited to the PRC, the second is Chinese delegations visited the U.S. The PRC formulated the policy about the American Visiting the PRC by inviting Snow, opened the door of mutual exchanges by inviting the U.S. table tennis, opened the academic exchanges'door by inviting Galston and Signer, and invited Chen Ning Yang to drive more Chinese-American scholars visiting the PRC, opened the political exchanges channels and negotiated the problem of Sino-American educational exchanges by inviting Henry Kissinger, Nixon and the U. S. congressmen.. In that period, the CSCPRC was reorganized, and had sent ad hoc messenger visiting the PRC. The Committee of Concerned the Asian Scholars'delegations had visited the PRC twice. At the same time, Chinese table tennis teams, medical delegation, scientists delegations and the Shenyang Acrobatic Troupe had visited the U. S.Chapter 3:The Development and Swing of Sino-American educational exchanges (1973-1976). This is the swing time after a good development of US-China relations. This chapter mainly analyses the exchange programs made by NCUSCR, CSCPRC, the U. S. business communities, and the Chinese-Americans. Furthermore, the PRC's major organizations engaged in educational exchanges and their activities, the "four modernizations" and Deng Xiaoping's Educational Exchange Ideas. The interactions among the three-ways of political, economic and educational is evident particularly during this period. These interactions are mainly positive, while the failure Case of NCUSCR in 1975 and the Tibetan Song and Dance Ensemble revealed its negative effects.Chapter 4:The New Breakthrough in Sino-American educational exchanges (1977-1978). The Sino-American relations were positive development in this period, in which a prelude to China's reform and opening up was created. This chapter contains the science and education front readjustment of Deng Xiaoping, Deng Xiaoping and Sino-American educational exchanges, new breakthrough of the U. S.-China exchanges, activities of the U.S. educational exchange institutions, situation of the PRC visited to the U. S., new educational exchanges styles. Readjustment of Chinese science and education front, and the work of overseas Chinese affairs and travels, brought out an new breakthrough in Sino-American educational exchanges. Simultaneously, the main structure of Sino-American educational exchanges had established. The change of educational exchanges from the styles to contents provides the previous experience for the exchanges after establishing of diplomatic relationships.Chapter 5:The Three-Ways Interactions of Politics, Economy and Education. This chapter is to summarize and extend the front four chapters. It consists of the analysis of historical traces and impetus of the Sino-American educational exchanges before establishment of diplomatic relations, the features and functions of the educational exchanges, the historical and realistic implications of the education exchanges. The complicated experience of educational exchanges before establishment of diplomatic relationships, can be listed as following:in the first 20 years, the political factor was the main cause but economic not, and obviously the education had an effect on exchanges; in the late 10 years, there is an interaction about the economic, political and educational powers, which together influenced the development of education exchanges. The Sino-American educational exchanges before the establishment of diplomatic relations have the features of diversification in main actors, shallower to the deeper levels, gradual diversification form, imbalance, asymmetry and nonequivalence. The Sino-American educational exchanges before the establishment of diplomatic relations contributed to the development of Sino-American relations and promoting China's reform and opening up, promoted the large-scale development of Sino-American educational exchanges since then. From the perspective of Sino-American educational exchanges history and reality, to maintain good interaction between political, economic and educational dimensions is the most important principle to maximize the function and role of the educational exchanges.