|Guo li Tai-wan shi fan da xue jiao yu xue xi jiao yu bu guo jia jiang zuo zhu. (1999). Jiao yu ke xue de guo ji hua yu ben tu hua (Educational sciences: internationalization and indigenization). Tai-bei: Yang zhi wen hua shi ye gu fen you xian gong si bian|
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.