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This paper proposes a theoretical framework for the cross-cultural study of education and learning which is used to compare American and Chinese adult learning theory and practice. Chinese educational philosophy is characterised as being centred on social morality, with Chinese educational practice emphasising the combination of thinking and doing. American educational philosophy is characterised as centred on technical rationality, with American educational practice tending to differentiate thinking and doing. The paper describes the theoretical framework for the study, suggesting the dynamic interrelationships among cultural and social variables and the impact on educational theory and practice. The cultural values and belief systems of China and the USA are briefly described and a comparative analysis of the respective educational philosophies and adult learning practice is provided. The paper concludes that as a result of rapid social and technical changes and increasing international exchanges and communication, every culture is changing. Cross-cultural examinations can help researchers, practitioners and policy makers learn valuable elements from other cultures.

The volume of collected papers is indexed at TD/TNC 73.251; selected individual papers are indexed from TD/TNC 73.252 to TD/TNC 73.276. Show less