Abstract
Since the 1920s, China has relied heavily on adult education to effect desired changes in political ideology, socio-economic relations, and human productive capabilities. The belief in the power of education in general, and adult education in particular, to create a new socialist person and construct a new social order has at times reached religious proportions. The cyclical shifts in ideological fervor and accompanying socioeconomic development strategies have been mirrored in the relative emphasis placed on agricultural versus industrial development, quantitative versus qualitative orientations, mass versuselite education, and more specifically, nonformal versus formal school education. Even within a particular educational mode such as adult education, the focus has continually shifted between peasant and worker education (Pepper, 1978, 1980; Chen, 1974, 1978; Shirk, 1979).
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