1267 



India; — and dimmed still further tlieir prospects for economic 

 progress.*^*^ 



Problems in Institution- Building. — Furthermore, the long-term 

 solution to brain drain, as Dr. Frankel, Prof. William C. Theisenhusen 

 of the University of Wisconsin's Land Tenure Center, and other 

 development specialists have concluded, must lie in institution-build- 

 ing in the LDCs.*^^^ Yet, this is a long, arduous process. Success can 

 come only with patience, energy, and determination from both the 

 LDCs and the assisting advanced countries, and within a continuing 

 relationship of cooperation and interdependence. For success requires, 

 in effect, compressing centuries of Western development into a short 

 time-span to alter alien cultures rigid with traditionalism and the 

 values of an earlier and unsympathetic age.*^^* And as Caryl P. Has- 

 kins, educator, research scientist, and President of the Carnegie Insti- 

 tution, wrote : "For the developing countries, the time dimension in an 

 already scientifically sophisticated outer world is precariously narrow, 

 and the challenge even more formidable." ^^'^ 



Dl-fjiculty in Trouris forming TraditionM Societies. — Added to the 

 problem of institution-building is the far more profound problem of 

 transforming man himself, that is, trying to induce traditional, static 

 societies, some quite primitive, to accept societal change as a fact of 

 life, to believe in man's power to institute change, to accept man's 

 instrumentalities for bringing about change, and to v/ant to partici- 

 pate in seeking the goals and achieving the aspirations of modern 

 man. In brief, the problem is that of uprooting one set of traditional 

 cultural values and replacing them with another. 



This is a difficult assignment. As anthropologist B. Malinowski 

 wrote a quarter of a century ago in a paper on native education in 

 Africa : "To educate a primitive community out of its culture and to 

 make it adopt integrally that of a much more highly differentiated 

 society is a gigantic task." '^^^ Yet, this is what modernization means : 



"S3 Indian dependency on oil and the shortfalls brought on by the Arab oil embargo 

 affects seriously the production of fertilizer which is badly needed in agriculture. Observers 

 now use such terms as "disaster" in discussing the turn of events In India. United States 

 Ambassador to India Daniel P. Moynihan told the House Foreign Affairs Committee : "We 

 expect a 25 percent shortfall In fertilizer, and that means famine." (See Lewis M. Simons, 

 "India Staggers as Oil Scarcity Saps Economy," The Washington Post, Jan. 30, 1974, p. A6 

 and p. A8. ) Similar comments have been made about the impact on the African States of 

 the sharp increases In petroleum prices. 



833 yqt Thelsenhusen's discussion of this problem, see, Hearings, House Government Opera- 

 tions Committee, Brain Drain, 1968, pp. 25-26. 



8s* In one paragraph Jacques Barzun, philosopher and historian at Columbia University, 

 summed up those forces that contributed to the development of science in the Western 

 world : "The rapid conquest of the Western mind by science after the mid-nineteenth 

 century — I mean science as the exclusive form of truth — was aided by a number of other 

 great changes going on at the same time : the secularization of life, which had begun with 

 the Reformation ; the urbanization and mobilization of men since the industrial revolution, 

 which was technological and not scientific ; and, finally, the rise of the individual and the 

 mass against authority — an impulse we find variously expressed In such movements as 

 democracy, utilitarianism, positivism, statistics, and (to use a single general term) the 

 sociological outlook. 



"Science as an institution is therefore a new structure supported by several older and 

 very solid buttresses . . ." (Jacques Barzun, "Science as a Social Institution," Proceed- 

 ings of the Academy of Political Science, Columbia University, 28 (April 1966), pp. 123- 

 124). 



Agenda for Some Thinking," Selected Readings on International Education, House Com- 

 mittee on Education and Labor, li966, p. 418. 



«« Quoted In. Sir Eric Ashby, "What Role for the University? Universities for Export: 



885 Haskins, op. cit., p. 239. 



