This article reviews the history of international mobility of students from China to other countries over the century and a half from 1870 to the present day. Different motivations, goals, courses, and knowledge are considered, together with how the purposes of individuals have matched national policy. Implications for the future development in a globalized context are briefly considered.

Understanding the mechanisms of early embryonic patterning and the timely allocation of specific cells to embryonic regions and fates as well as their development into tissues and organs, is a fundamental problem in Developmental Biology. The classical explanation for this process had been built around the notion of positional information. Accordingly the programmed appearance of sources of Morphogens at localized positions within a field of cells directs their differentiation. Recently, the development of organs and tissues from unpatterned and initially identical (...) stem cells (adult and embryonic) has challenged the need for positional information and even the integrity of the embryo, for pattern formation. Here we review the emerging area of organoid biology from the perspective of Developmental Biology. We argue that the events underlying the development of these systems are not purely linked to “self‐organization,” as often suggested, but rather to a process of genetically encoded self‐assembly where genetic programs encode and control the emergence of biological structures. (shrink)

_Comparative Education: A Field in Discussion_ is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s.

The authors had been using a system for stimulating discussion and debate among professionals as part of their education and continuing professional development. Hand-held technology for gathering and reflecting upon individual judgements had been shown to work, and the participants liked it. But a theoretical foundation of why and how it worked appeared to be lacking. The authors find the work of Vygotsky extremely helpful in explaining why student-student conversations can be a positive support to the learning process. In this (...) paper they present a description of one of the professional settings in which student-student conversations have been used in stimulating learning. They relate this to a theoretical framework of conversations in intellectual development drawn from Vygotsky, and contrast it with alternative frameworks that place greater emphasis upon the role of the tutor who knows the ‘right’ answers and ‘corrects’ the learners. (shrink)

Professor Roy Harris criticises me for ignoring freedom of speech in order to focus on 'soft' issues, such as game theory, decision theory and chaos theory. In this response, I accept most of his arguments relating to freedom of speech, but argue that, in order to develop better systems of education, we need to pay more attention to the circumstances in which that freedom can be exercised than Harris admits.