Sino-U.S. Educational Exchanges From The Perspective Of Sino-U.S. Relations

This study tries to explore the interaction between Chinese and American educational exchanges and Sino American relations from the perspective of the history of Sino American relations.At the same time, the author will inspect some important factors in the evolution of Sino-U.S. educational exchanges and cooperation, including the promotive and encumbered factors. On this basis, the author will summary the historical experience and lessons of educational exchange and cooperation between China and U.S., so as to eliminate interference and provide some beneficial enlightenment for promoting the present Sino-U.S. educational exchanges and cooperation, to serve the realization of "the China dream" and propel the construction of a new type of relations between China and the United States.The specific contents of the dissertation are as follows:The introduction part mainly introduces the origin of the research, the review of the previous research results and the basic ideas, the structure and the research methods of this paper.The first chapter mainly discusses the relationship between American missionaries’Chinese language teaching activities and the early Sino-American relations from the late eighteenth Century to the mid nineteenth Century American. This chapter begins with the origins of the modern Sino-American relations, which experienced important historical events such as Sino-American Wangxia Treaty, Treaty of Tianjin. Since 1784 the "Empress of China" came to China for commercial and trade activities, American missionaries subsequently came to China. These missionaries carried out cultural, religious, educational and political activities in China under the background of Sino-U.S. relations, and educational activity is an important component of their activities. This chapter focuses on how the early Sino-U.S. relations started? In what kind of situation did the missionaries come to China? How did the missionaries carry out the activities of religion and education? What is the role of early church education created by American missionaries in China and its impact on Sino-U.S. relations?The second chapter mainly discusses the history of Chinese children studying in the United States from the middle of the nineteenth Century to 1881 and the Sino-U.S. relations in the late nineteenth Century. In the 1850s and 1860s, the Westernization Movement in China emphasized that China should learn science and technology from Britain, France and other advanced western powers, including United States who belonged to Western powers at that time. Actively promoted by Rong Hong et al., out of Qing government’s consideration of the background of international relations, and by the United States’ recognition and support of China’s plan to send Chinese students studying in U.S., Chinese officials held "Chinese Educational Mission", which began Sino-American educational exchanges on a large scale and ushered a new period of Sino-U.S. relationship. This chapter focuses on the China and U.S. considerations and motivations of promoting "Chinese Educational Mission", and what relationship between Qing Government’s "Chinese Educational Mission" and the Sino-U.S. relations at the time, and even the broad background of international relations? What’s the attitude of U.S. towards Chinese students studying in U.S.? What’s its policy? And what motivations? What kind of impacts of "Chinese Educational Mission" on China and Sino-U.S. relations later?The third chapter mainly discusses the policy of sending "Boxer Indemnity" students from 1881 to 1911, and the Sino-U.S. relations at the end of nineteenth Century and early twentieth Century. After the Boxer Indemnity, United States returned part of the Boxer Indemnity to China, and designated that part for education. The support of a portion of the indemnity returned by the United States gave rise to a movement in China, which advocated studying in the United States, and learning its advanced culture, education, politics, economy, science and technology. Study in U.S. by Boxer Indemnity as an influential event in Sino-U.S. relations, had trained a large number of contacts for the future development of Sino-U.S. relations. In addition to investigating China’s considerations of study in U.S. by Boxer Indemnity, this chapter focuses on why United States was willing to return part of the Boxer Indemnity, and use this part to run schools in China and support China to send students studying in the United States from the perspective of the United State? What were the motivations of the official decision and decision-making?The fourth chapter mainly discusses Sino-U.S. educational exchanges and Sino-U.S. relations during the period from 1911 to 1927 when Chinese Beiyang Government was in power. After the founding of the Republic of China, and during the period of Beiyang government, there were some important events of educational exchanges between China and the United States. This chapter focuses on what did China and U.S. think of these educational exchange activities? Why did they have such decision? This chapter would reflect the interaction between the Sino-U.S. educational exchanges and Sino-U.S. relations through the investigation of these questionsThe fifth chapter mainly discusses Sino-U.S. educational exchanges and Sino-U.S. relations during the period from 1927 to 1949 when Chinese Nanjing national government was in power. In 1927, the establishment of the Nanjing national government marked the initial unification of China. Since then, Sino-U.S. educational exchanges and Sino-U.S. relations had a struggle around the problem of Chinese education autonomy; an important manifestation is that the United States’ parochial education in China had become more and more sinicized and localized. The outbreak of the Anti-Japanese war in China had influence on Sino-U.S. relations and Sino American educational exchanges. Especially after Pearl Harbor Incident, United States and China became alliances finally out of the consideration to fight against Japanese fascism, and formed the special relations because of United States’support of China which was based on its consideration of postwar global arrangements. At that time, educational exchanges between China and U.S. also showed a new situation of development. After the end of the war, the Sino-U.S. educational exchanges had reached a climax. This chapter focuses on the each part’s consideration of promoting educational exchange in this period, and the interaction between the Sino-U.S. educational exchanges and Sino-U.S. relations.The sixth chapter mainly discusses the Sino-U.S. educational exchanges and Sino-U.S. relations from 1949 to 1978, namely, from the establishing time of the People’s Republic of China to 1970s. The United States took long-term hostility and blockade policy after a brief "wait and see" on the new China. At the same time, the new China carried out the policy of "clean house to treat" and "leaning to one side" for consolidating the new-born regime at the beginning of its establishment From the beginning of its establishment to the end of 1960s, the relationship between China and the United States was completely closed. As to educational exchanges, educational contact of the two sides was almost interrupted. At the beginning of 1970s, China and the United States adjusted their relationship, because of their consideration of Sino-U.S. relations and international relations in broad background and for the purpose of constructing the triangular of China, Soviet Union and the U.S. to contend against Soviet Union, so Sino-U.S. educational exchanges could make progress. This chapter focuses on the interruption and restart of Sino-U.S. educational exchanges, and factors affecting Sino-U.S. relations. This chapter also discusses what kind of strategic considerations of the United States and China on Sino-U.S. educational exchanges and Sino-U.S. relations in this period.The seventh chapter mainly discusses the Sino-U.S. educational exchanges and Sino-U.S. relations since China’s reform and opening up from 1979 to the beginning of this century. In 1979, China and the United States formally established diplomatic relations; China had also started the process of reform and opening up, and the Sino-U.S. educational exchanges has experienced great development. Although Sino-U.S. educational exchanges develop rapidly during this period, it is not plain sailing. Its development has been hindered by the ideological considerations of the United States, and suffers great setbacks. However, the Sino-U.S. educational exchanges returned to the right track at the end of twentieth Century because of China’s positive efforts in promoting reform and opening up process and promoting Sino-U.S. educational exchanges. Since the beginning of the new century, Sino-U.S. relations have formed a new strategic orientation, and Sino-U.S. educational exchanges have once again gained great momentum. With the establishment of Sino-U.S. strategic cooperation and dialogue mechanism in economy and politics etc., Sino-U.S. cooperation and dialogue mechanism in humanism (education) also established. Sino-U.S. educational exchanges have developed to a new height. With the increase of China’s comprehensive national strength, Sino-U.S. educational exchanges have increasingly become comprehensive, bilateral and interactive. This chapter focuses on China and Unites States’ policies and motivations of promoting Sino-U.S. educational exchanges and cooperation in the context of Sino-U.S. relations.The last part summarizes the interaction between the Sino-U.S. educational exchanges and Sino-U.S. relations and its enlightenment. Educational exchange is the barometer of relations between countries, and the development of educational exchange is influenced and restricted by the development of relations between countries. Educational exchange reflects the relations between countries which may be tight, enclosed or dull. However, on the other hand, educational exchange can cultivate a long-term foundation for the relationship between two countries through personnel training and education cooperation, which is beneficial to the long-term good relation between countries and its intensification. By formulating policies of foreign cultural and educational exchange in line with the national development strategy, we can contribute to the realization of the "China dream" and promote the construction of new power relations between China and the United States in the new era.The appendixes are chronicle of interactive events between Sino-U.S. relations and Sino-U.S. educational exchanges, important documents related to Sino-U.S. educational exchanges in history of Sino-U.S. relations, personnel list of Chinese children studying in U.S., and list of those who studied in U.S. by Boxer Indemnity. These appendixes can provides an overview for grasping and reviewing the interaction between the Sino-U.S. educational exchanges and Sino-U.S. relations during long period since modern times...