Journal of Education and Psychology

The purpose of this study is to evaluate how the 1991 Soviet Union disorganization has influenced the educational and cultural development of mainland China. Literature review and interviews with related scholars from universities of both sides of the Taiwan Strait were the main methods used. It was found that mainland China's coping strategies with this event are as follows.

A. Strategies in general

1. Build up a Chinese-characterized Communist society.
2. Highly emphasize economic development.
3. Strengthen military power control.
4. Attach importance to racial problems.
5. Keep loyal to Communism.
6. To be against the international trend of peaceful revolution.
7. Repeat the theory of evolution of Communism.
8. Claim that the U.S.S.R.'s disorganization means nothing and that mainland China will not do the same.
9. View mainland China as the leader of Communist countries afterwards.
10. Maintain its international relationships based on the principle of self-interest.
11. Boast that only under Communist Party leadership can China avoid being split.
12. Warn the American government not to set up radio stations on mainland China.

B. Strategies specific to education and cultural policy

1. Emphisize political thought education.
2. Strengthen Communist leadership in school administration.
3. Cultural policy is led by political policy.
4. Report the Soviet Union as a poor and backward country.
5. All art works must be anti-liberalization and anti-peaceful revolution.
6. Keep strict control on news reports.
7. Highly develop vocational education.
8. Higher education development is toward practical education.
9. Adjust the job placement policy of university graduates.
10. Change overseas study policy, more and more students go to the U.S.A. and Japan instead of the U.S.S.R.
11. Schools' commercial activities keep booming.
12. Make more educational opportunities for minority groups.
13. Try to brainwash the intellectual again.

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