The Study Of Development Of International Education In America After The World WarⅡ

The development of international education in America enjoyed the transformation of three periods after the World II,which was originated from the strategic choice federal government made based on the different need of national security and interest in a certain stages.The United States promulgated Fulbright Act in1946, marking international education’s development into the formation period in America, which opened a large-scale cultural diplomatic precedent. America used the favorable opportunity that Western Europe and the Third World countries were in need of outside funding to rebuild their own economy, setting a good international image and strong influence through Fulbright program outputting its own ideology and values.National Defense Education Act was enacted in1958, marking the development of American international education entered the transition period. The Soviet satellite launched successfully, forcing the United States to realize that national security and national interests has been challenged. They need cultivate some international experts to safeguard national security and maximize international interests at all costs. They rose the development of international education to the will of the state level, further boosting the international studies and area centers and the teaching of foreign languages that were springing up.The passage of International Education Act in1966marked the development of American international education that became mature day by day. Therefore the development of international education had institutionalized security and began the process of its legalization and institutionalization in America. Federal government started a new understanding for the development of international education for which hoped that universities and colleges can take more and more responsibilities. The emergence of different international education development models were at different universities. The paper mainly included the following several parts:Part I:The historical background of international education development in America. The part includes the examination of the process of American international education development and the analysis of the cause of development.Part II:The formation period of international education development in America. The part sets forth the relationship on Fulbright Act and the development of American international education.Firstly, the part briefly generalizes the formation of the thought of international education of Fulbright, and then approaches the main contents about Fulbright Act and its related legislation evolution, which provides a legal basis for carrying out the Fulbright program. Eventually the part analyzes the impact of Fulbright program on the development of American international education.Part III:The transition period of international education development in America. This part introduces the historical background of the promulgation of National Defense Education Act, and puts emphasis on the National Defense Education Act Title VI, including the introduction of the TitleVI’legislation, appropriations controversy and new directions.Uitimately the part amylases the impact of the Title VI on American international education development.Part IV:The maturity period of international education development in America. Firstly the part analyzes the social background that International Education Act developed from the following three aspects:international interests, higher education and the funding of international education. And secondly the part reviews the relations on Federal government and international education development. Thirdly the part epitomizes the main contents of International Education Act. Finally the part analyzes the impact of International Education Act on the development of American international education through taking Ohio State University as an example. Part V:Conclusion. The paper draws the conclusion through the above analysis and study of the three periods of American international education development:maintaining national security and realizing the maximization of state interests are the driving force of American international education development.