5. The study of values, for example, through the comparative study of art, religion, and so forth, merits attention.

6. The investigation of developments in Zen psychiatry would be worthwhile. 7. Research is needed on the effects and impacts of Christianity, especially in areas where missionaries have been or are active.

8. Proposals were made for research on the teaching of English-for example, on the strategic time to introduce it, as well as on methods of instruction. 9. It would be worthwhile to study returning students after their fellowships. 10. Plant improvement, as indicated before, is a problem of great interest. 11. Research might be initiated on the image of the West on Asian eyes. 12. There are many special social and cultural problems that have been inadequately dealt with; for example, the Philippine native tribes.

Professional organizations.-Our conversations indicated that there are striking possibilities for developing professional contacts through organized bodies of scholars and scientists. In practically all of the Asian countries there are flourishing organizations—many of them long established. An effort should be made to initiate contacts with such organizations. An additional feature would be to facilitate the bringing of such organizations into contact with American professional bodies. Of course, again, no definitive list can be given, but some examples of general organizations are the following (there are many specialized organizations also, such as psychological associations, zoological associations, and so forth):

(1) International Geographic Union, UNESCO; established prior to UNESCO. This body holds regional conferences.

(2) Pakistan Association for the Advancement of Science.

(3) Social Science Research Council of Australia (Canberra).

(4) Royal Society of New Zealand, Victoria University, Wellington.

(5) Australia and New Zealand Association for the Advancement of Science, Sydney, Australia.

(6) Philippine Association for the Advancement of Science.

(7) National Science Council, Philippines.

(8) Indian Science Congress Association (this body invites scientists from other countries to participate, expenses paid).

(9) National Institute of Sciences, Delhi, India.

(10) National Council for Sciences, Indonesia (interest includes social sciences; this may apply to the other associations, too).

Conferences.-Once again, the field is wide open for conferences which could be arranged in practically any field; for example, on genetic problems, on international languages, on bilingualism, on folk tales, myths, and so forth. Incidentally, our discussions revealed that there are many international centers either established or planned. It would appear that our own Center might profitably establish communication with such institutions. Examples include centers planned in the Philippines and Japan (this would be an Africo-Asian center). Auckland University intends to develop Asian studies. A North-South Center is proposed for the University of Florida. Sandtiniketan University in Bengal is international in character. In general, a useful avenue for development of the institute extends into the planning and conducting of international conferences on both small and large scales, as well as participating in various kinds of international meetings.

Personal contacts.-Our experience leads us to believe that the more extensive and direct the contacts between persons in other countries and the East-West Center the more fruitful will be the activities of the Center. There is apparently a great reservoir of interest and support for the Center, accompanied by an apparently objective and tough-minded attitude. Whatever doubts or qualifications Asians may have about the Center, they were not detectable to any great degree in our conversations, granted that this particular context was an unusually favorable one. Nevertheless, we feel that our own faculty can accomplish valuable things through personal contacts with their counterparts in other universities. It is evident that such contacts can assume many different forms. At least the following points may be mentioned.

1. Exchanges: This is a familiar-enough idea. There appear to be many Asian scholars and scientists interested in exchanging with University of Hawaii people. Some of the points made above about replacements and so on, of course, need to be considered. The East-West Center not only can facilitate such exchanges through operating as an agency for them but may also be able to develop feasible financial arrangements. One important feature of this might be to

develop a wide network of exchanges with universities on the mainland so that an Asian scholar could take a more extensive leave than would be involved in merely coming to the University of Hawaii. It is even possible that threeway or four-way exchanges on occasion might be arranged.

2. There is a considerable amount of travel with brief stopovers in Honolulu. This operates in both directions. A particularly worthwhile activity would be to persuade individuals bound on missions elsewhere to spend certain amounts of time in Honolulu rather than merely spending a few hours en route. Such arrangements, no doubt, would in many instances be facilitated by appropriate per-diem payments or honoraria, such as for lectures. Such payments can, in many cases, be derived from various sorts of grants already in existence.

3. It was mentioned above that there seems to be considerable interest in developing liaison arrangements with the universities in other countries. The establishment of such liaisons would perhaps lead to increased opportunities for personal contacts.

4. Were there to be something like regional adjuncts to the East-West Center, these offices could also be utilized for increasing personal contacts.

A valuable step would be to establish in the Institute of Advanced Projects or through the office of the chancellor, a special position with sufficient staff (secretary and assistants) to be concerned solely with the cultivation and administration of personal contacts. This position should be filled by someone who is well versed in and identified with the academic and scientific world rather than simply a public relations expert. It seems very important that such a person be able to meet academic people on common ground. Probably there should be no stipulation regarding the kinds of services that would be performed through this office. Rather it might be construed as a special convenience for visiting persons in carrying out their duties.

As our conversations continued, it became apparent that there are vast areas of ignorance in both directions concerning academic matters. If it is true that the East-West Center ought to be influenced in its development by the needs and character of the programs of Asian universities, then it would appear that continuing investigation of those institutions would be desirable. Of course, there have already been efforts made along these lines. We would underscore the desirability of rapidly extending such investigations. A feasible approach would be to develop contact teams to collect information in either highly specialized or broader fields. Presumably, such teams which spend a period of weeks visiting various schools and spending a long enough time in each to become versed in the character of their programs, including acquaintance with faculty and students, discussion of problems of mutual concern, and learning about the local environmental context. Among those fields for which special contact teams might be developed for travel to Asian universities are the following:

1. Social sciences.

2. Clinical psychology.
3. Medical specialties.
4. Tropical agriculture.

5. Biometrics.

6. Genetics.

7. Education.

(See above.)

The same procedure, following the precedent of the team that traveled in the fall of 1960, could be used in connection with other problems. In almost every field, for instance, we feel that the East-West Center needs much greater information than presently is available concerning the job openings and career possi bilities in Asian countries. This information would be of great value to the various departments in considering alternative lines of development.

Institutional contacts.-A point which has been repeatedly stressed in preceding sections is that we need to develop closer institutional ties at all levels. A number of steps which would lead in this direction have already been suggested, including the development of personal contacts, the use of East-West Center alumni, the establishment of liaison people, and so forth. Additional movement in this direction would probably result from the effort to communicate with and participate in conferences, congresses, and the like.

OVERVIEW

A venture such as that which prompts the foregoing report inevitably leaves the participant with a sense of an important mission to be accomplished. This goal is far more than an idealistic one, for it is at all points tied to the concrete

realities of individual persons and to the practical activities with which they are concerned. The East-West Center is a remarkable concept. It is an idea that our informants in all fields and in all countries can readily grasp. They are eager to assist us in making the Center a successful advance toward achieving its objectives. They want to participate in this movement. Their interest, it seems clear, is genuine, and not merely the lipservice demanded by common courtesy in return for our financial support. Their observations were invariably cogent, and their suggestions deserve the most careful attention.

RECOMMENDATIONS

In order to render explicit the conclusions to which our conversations point, I take the liberty of formulating the following rather specific recommendations: 1. Institute of Advanced Projects

One gains the impression that the chief clue to the ultimate success of the East-West Center lies in the Institute of Advanced Projects. It is at this level that the following results seem most likely to be accomplished:

(a) The internationalization of the University of Hawaii.

(b) The development of close and productive relations with Asian scholars and scientists.

(c) The development of joint projects and programs. To an observer like myself the student programs and the technical training programs appear to offer no unusual problems. On the other hand, the Institute of Advanced Projects presents remarkable opportunities for the university. It cannot be urged too strongly that the institute be developed and strengthened as rapidly as possible.

2. Personal contacts

Through whatever means, all sorts of personal contact in Honolulu as well as in Asia should be developed with speed. It is with the professionally established people that the largest common denominator between our own faculty and Asian scientists exists.

3. Joint planning

There is apparently a very cordial attitude toward the university and its programs. Efforts should be devoted to a cultivation of joint planning with Asian universities on as nearly a give-and-take basis as possible.

4. Special enterprises

The East-West Center is in a position to innovate in directions which the university is not so well able to do. There should be extensive consideration of all kinds of special programs, projects, conferences, institutes, etc., in the terms set forth above.

5. Contact teams

We recommend that a series of contact teams be sent to Asia to investigate those areas in which the university is interested.

6. Professional services

There should be established a special division or office at some appropriate place in the East-West Center to arrange and manage personal contacts. This office should provide whatever services are necessary or desirable in promoting the welfare of visiting scholars, scientists, etc. It should be adequately staffed. It should be a high-level position and should be occupied by an academic person with broad interests.

7. Nondegree programs

Ordinary degree programs appear to be only part of the answer to the educational needs of Asians. Aside from strictly technical training, the university should seek ways and means to provide academic training in ways other than through these degree programs. Students who participate in these plans should be given, upon satisfactory completion, some meaningful kind of recognition— certificate, diploma, award, or the like.

8. Faculty involvement

In view of the awesome responsibility of the Center, it is imperative that our own faculty be brought as directly as possible into the planning and activities of the Center. We detect for many reasons, understandable enough, a failure

on the part of the Center, so far, to have aroused sufficient personal involvement of our faculty in the future of the Center. Nevertheless, our own experience indicates that reasonable effort to accomplish this would be rewarded by untold profits to the entire program.

ADDITIONAL POINTS PERTINENT TO PARTICULAR COUNTRIES

A few comments appear to merit mention in addition to the more general points set forth above. No effort is made here to evaluate or confirm the validity of these points.

1. Japan. Our informants appear to think that social scientists in Japan have been more closely concerned with theorizing than with application.

They expressed the view that Japan needs training that would be of value in relation to large-scale industry.

It was suggested that the development of research projects could more profitably rely on organized institutes or societies rather than on the universities. It was intimated that there are relatively few career opportunities in research in the American sense. Perhaps for this reason, it was said that Japanese scholars who come to the university would rather do research than teach.

2. Okinawa.-Our Okinawan informant stated that their greatest need is in scientific method and development.

3. Malaya.-We were warned that the recruitment of students would encounter competition with the British, with the possibility that we may not obtain the highest caliber students.

4. Taiwan.-Special needs emphasized were medical sciences, biology, agriculture, physics, and mathematics.

5. Indonesia.-The social sciences were said to have developed earlier in this country than did the natural and physical sciences. It was suggested that perhaps there are actually too many students engaged in the social sciences. In Indonesia there is a particular need for mathematics. Our informants believed that there is available a fairly well developed training program in clinical psychology.

6. Pakistan. The social sciences here seem to be quite new (within the last 5 years). There is no anthropology as yet. According to one informant, psychology has been established for quite a long time, until recently in the philosophy department. Career opportunities are greatest in the science-technology fields. 7. Philippines.-Technical training was repeatedly stressed as a major need. There are also great problems having to do with the teaching of English. The point was made that a wider representation of students outside the Manila area should be promoted. In the field of social sciences, it was said that the younger people are well trained and that research is increasing. It was suggested that the need for the social sciences is coming to be more strongly realized.

VIEWS ON EAST-WEST CENTER STUDENT-ADMINISTRATION RELATIONSHIPS (By Lee B. Hughes and Caroline F. Will, Counseling and Testing Center) NOVEMBER 28, 1961.

The Counseling and Testing Center has developed the following observations, ideas, feelings, and convictions regarding relationships with East-West Center grantees. It was felt expedient to reduce them to written form and then circulate them among appropriate individuals for their consideration. These thoughts have grown out of conferences with various East-West Center staff members and other interested personnel, and out of counseling interviews with grantees. Human understanding is the basis for successful interaction among people on any level-local, national, or international. Successful interaction is a goal which we can achieve, not by reaching out for it directly or by manipulating people into positions where they are forced to accept it. Rather, it is achieved as a byproduct of a relationship among people that leads to an atmosphere in which internal motivation can take root and then flourish. The desire and freedom to interact must be present. Everything else on the scale is relegated to a lesser position.

Human beings tend naturally to select people whose interests are similar to their own. Children choose children for their friends; adults choose adults. Indians will be with Indians and Japanese will be with Japanese, but this does

not spell doom for interaction. The desire to interact will tend to parallel the extent to which all people are willing to keep themselves receptive to and available for communication on deeper levels. The task will not be an easy one, for it involves the reorganization of the individual so that he becomes an experiencing person sensitive to the feelings of others. As one East-West grantee put it: "Personnel here should relate to foreign students on the basis of deep human understanding. This is a cheap thing to buy."

People who deal with East-West grantees and other foreign students do not have to be experts on the cultural and historical development of the countries from which these people come, but they must at times be able to subordinate their own feelings, step outside their own values without losing them, and come to an operational appreciation of and feel for the diverse ways in which people from other countries can contribute to our own growth. Let these people teach us about their countries. This is not always easy. It presupposes a tolerance for differences, a willingness at times to be inconvenienced, and above all, a belief in the cultural richness of other countries which send students to us. To reject the latter is to deny the existence of a country as a contemporary nation.

Just as we would not be expected, except as a matter of free choice, to abandon our own values, so neither should we expect foreign students to abandon theirs. We must respect their right to possess different goals, values and feelings so they can preserve their own separate and unique personalities. There is no single right way of doing things. There may be two or more ways, and they are right because they are different. To impose our own way is to relegate others to the level of standardization, to submerge the individual's separate existence within the group, and to create controls which are paternalistic in nature. Imposed happiness is something less than freedom.

Paternalism assumes various, and often subtle, forms. It is the decision in advance of the best academic program, living accommodation, or social activity for a particular individual or group of individuals. It is the reluctance to let go of the student to make his own errors. It is the ready assistance followed by assumption of control of the student's problem and its solution. It is the refusal to see each individual being as a person who has resources to solve his own problems.

When paternalism in its subtle forms permeates an entire operation, it is soon followed by a pervasive feeling in the student of, "they're taking care of me," and a shedding of responsibility for his own welfare. When problems arise, the immediate tendency will be to run to "father" and get his problems solved by external means. Less and less will the student rely on his own resources and examine his inner self for a solution to his problem.

Our own human feelings and weaknesses sometimes compel us to deal with foreign students and others in a protective sort of way, but it is neither proper nor desirable in a democratic society to deny to the student his inherent right to seek and investigate for himself and then solve his own problems on the basis of his own resources. When these become inadequate, professional assistance should be available. The protective covering which we place around students is often a projection of our own inadequacies to cope with new and strange situations.

We believe that foreign students should have the freedom to choose their own mode and speed of adjustment. To deny such freedom is to reject our belief in their capacities to achieve mature independence and self-direction. This belief is focal to the screening of applicants for East-West grants.

Freedom itself should not be confused with unlimited free choice-rather it means the freedom to take individual means to cope with reality situations. If realistic considerations make available only a few choices (in living, meals, etc.) this is the reality situation that must be faced by the East-West grantee. He must, however, still be given the choice no matter how limited. As the director of food services said: "There is a psychological factor operating which makes a student resist something that is forced upon him, although if given the choice, he may still select the one thing that he resisted before." When an unrelenting authority imposes certain conditions on students, the tendency is toward an immediate testing of limits. This is not unlike the child who is given an absolute "No" by his parents and who immediately sets about to see how far he can go beyond the limits set.

The freedom to make choices, limited though they may be, is accompanied by an acceptance of responsibility. The student who is given the choice between

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