Bulletin Supplement Aug 1969

temple, the primary and secondary schools at most, but not at an advanced level of training. Secondly, the universit y concentrates on modernisation but pays li p service to traditional culture. This is possible when traditional culture is weak, or when the drive towards modernisation is strong (the modernising elite being stronger than the traditional elite in every way), or when there is a deep gulf between the independent modernising university and a still traditional society. Thirdly, the university tries to give equal weight to both the task of modernisation and the responsibility of preserving and rejuvenating traditional culture. This can occur either when the modernising and traditional forces in a country are well-balanced, or the ruling elites are convinced that there is no conflict between tradition and modernity. This may also be influenced by the view that it is the modern university in the West which keeps traditional culture alive and there is no reason why Asian countries could not also achieve this. Fourthly, there is the position that the university is primarily a transmitter of tradition, but while being true to the tradition can also respond to the needs of the time and give increasing attention to the study of science and practical knowledge. This position is found where traditional groups are still in control in most fields and are convinced that material advances wil l destroy the structure of society if primacy is not given to the continued development of traditiona l culture. Finally, the view that there is nothing wrong with the traditional university, which is the bearer of traditional culture and the symbol of the continuity and the organic unity of society's ideas and institutions. The concept of progress is looked at with scepticism and science and technology accepted only in so far as they did not contradict or threaten to undermine the essence of traditional culture. The Historical Position of the Modern Asian University The earliest traditional western university in the Philippines and its modernisation; The earliest modern universities in India and Japan; The earliest moder n universities in China, Korea and Thailand; The first modern universities in Southeast Asia; The post-independence universities in Asia. There are many kinds of universities in Asia, dating from different periods of Asian history, serving different functions and playing different roles, ranging from those which pay no attention to traditional culture t o those which are entirely devoted to traditional culture. Is there a case for making all universities the same? Is there a better case for having a variety of universities in each country? Is there a case for rejecting altogether the first and fifth positions described briefly above, and steering all universities towards positions two, three and four? Is it true that some traditional cultures are more alive and dynamic than others, and therefore universities have the responsibility of growing in harness with the living traditions and at a speed the culture of the society determines? * * * The University in Relationship to Social Structures (an outline) By Prof. Kasem Udyanin, Dean of Political Science Chulalongkorn University, Thailand. Social Structures are important to education, especially higher education. The words "Social Structures" include political , economic and social structures. Some socia l structures are not amenable to particular university organisation, well fitted to some societies and therefore, those responsible for formulating principle an d administration of higher education must adapt particular university pattern to suit social structures. For example, if the economy of one society is inferior to that of the other, the university curricula as well as its quality will probably have to reflect this difference. It can also be seen that social structures have an influence on university. For instance, if a society is in need of having a certain number of technologists, technicians and skilled workers, any attempt to overconcentrate on producing theorists would absorb an undue proportion of nationa l resources. A society may also need to change university organisation through changing time. What is higher education must first be explored. University is neither a big school nor a place for indoctrination. Nor is university a school devoted — 9 —