General Education in China and Japan - A Comparative Perspective
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This study is mainly concerned with the transfer of the U.S. general education model to China and Japan and similarities and differences in the undergraduate education in the two countries from a comparative perspective. This study begins with a brief introduction to major changes which have happened to general education from the historical and comparative perspectives, and then it focuses on the implementation of general education in China and Japan and recent changes in their undergraduate education. The study concludes by arguing that Japan has a much longer history of implementing the U. S. general education in its undergraduate education than China. It was enforced by the U.S. occupation army in a formal and systematic way and has exerted more profound influences on Japan’s undergraduate education. In contrast, China adopted the U.S. general education voluntarily and in an informal way with its limited impact on Chinese undergraduate education. Further, although the U.S. general education has increasingly evident influences on both countries at an idea level since the early 1990s, at either system or institutional level, the undergraduate education in both countries is still dominated by their traditional patterns of stressing professional education and national identities.
Abstract
This study is mainly concerned with the transfer of the U.S. general education model to China and Japan and similarities and differences in the undergraduate education in the two countries from a comparative perspective. This study begins with a brief introduction to major changes which have happened to general education from the historical and comparative perspectives, and then it focuses on the implementation of general education in China and Japan and recent changes in their undergraduate education. The study concludes by arguing that Japan has a much longer history of implementing the U. S. general education in its undergraduate education than China. It was enforced by the U.S. occupation army in a formal and systematic way and has exerted more profound influences on Japan’s undergraduate education. In contrast, China adopted the U.S. general education voluntarily and in an informal way with its limited impact on Chinese undergraduate education. Further, although the U.S. general education has increasingly evident influences on both countries at an idea level since the early 1990s, at either system or institutional level, the undergraduate education in both countries is still dominated by their traditional patterns of stressing professional education and national identities.
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