Suchergebnisse

The Meiji Restoration of 1868 resumed the early Japanese practice, which had been interrupted for 1,000 yrs of importing culture from abroad & adapting it to Japanese needs & conditions. One means it used to accomplish this was to endorse the policy of sending S's abroad to study & do res. The door was closed on the practice by WWII but opened again in 1945. In the period 1949-1955 Japan has sent 1,473 S's to the US, France, GB, Germany, India, & Italy. Also during the same period Japan participated in 318 internat conferences. Since 1954 Japan herself has invited 38 undergrads & res S's to study in Japan at her expense. During the yrs immediately following the Meiji Restoration Japanese S's could bring home the knowledge & techniques of Western culture. They helped lay the foundation for modern Japan. Later S's found it more difficult to make such radical & important influences on national life & policy. The nationalism & xenophobia which became more & more dominant in Japan reduced incentives to study abroad. Self-examination after WWII has led to a resumption of the policy of learning as much as possible from foreign nations. Technical knowledge & world understanding should both be emphasized in foreign study probrams. Needed adjustments in the program include the desirability of providing orientation courses (in language & customs) for the participants, making it possible for married S's to bring their families with them, improving the means for selecting exchange S's & scholars, & for increasing the scope of the exchanges. B. J. Keeley.

In the USSR philosophy, taught in all establishments of higher educ, is considered as a sci'ific subject involving both res & practical activities. It is studied to acquire a comprehensive sci'ific view of the world. Philosophical training comprises dialectical & historical materialism (the prevailing philosophy), the history of philosophy, the philosophy of natural sci, logic, ethics & aesthetics. Sociol constitutes a part of philosophy. Marxist sociol is historical materialism, ie, a materialist conception of history which rejects supernatural or transcendental causes of soc & historical motives. Considerable emphasis is placed on teaching the history of the philosophy of the ancient world. The main centers for teaching logic are the faculties of philosophy, but logic is also taught in faculties of philology, journalism & mathematics. Psychol is taught in teacher-training establishments as well as in all U's & secondary Sch's. Psychol is defined as the sci of man's mental makeup & of the objective laws governing mental activity. Psychol'al training includes a detailed study of natural sci's, physiology, anthropol, soc history, sociol (historical materialism), pol'al economy & linguistics. Child psychol & the psychol of teaching are given special attention along with the psychol of labor & the psychol'al bases of factory training. Soc psychol is not taught as a separate discipline. The teaching of psychol is closely linked with res. B. J. Keeley.

An article emphasizing 'the responsibility of soc sci'ts to adjust to the changing conditions of the changing world.' Because of the launching of Sputnik, great nat'l interest in the physical sci's developed, & extensive programs, with an emphasis on educ, were formulated to further the sel's. Although some of these programs were intended to include the soc sci's as well, their major concern has been the natural sci's. 3 major areas of responsibility of soc sci'ts today are discussed: (1) 'The responsibility to preserve & re-emphasize the soc sci's in the face of the pressure created by the near-hysterical urge to improve the fields of physical sci & engineering.' (2) To train well-qualified soc sci teachers. It is suggested that a BA be recognized as a teaching degree. (3) 'To maintain our integrity & to pursue our res & teaching in the face of the opposition & criticism which are always present in the soc sci's.' D. Pollack.