896 



national political burdens, the United States soiis;ht to broaden and 

 intensify its presence abroad; both educational and cultural exchanjjie, 

 and informational activities were given imj)ortant roles to play. 

 Reflecting this diplomatic goal, the statement of purpose of llie 

 Fulbright-Hays Act reads: 



... to enable the Government ... to increase miitua] understanding V)etween 

 the people of the United Statei^ and the people of other countries by means of 

 educational and cultural exchange; to strengthen the ties which unite us with 

 other nations by demonstrating the educational and cultural interests, develop- 

 ments, and achievements of tlie people of the United States and other nations, 

 and the contributions being made toward a peaceful and more fruitful life for 

 people throughout the world; to promote international cooperation for educational 

 and cultural advancement; and thus to assist in the development of friendly 

 sympathetic and peaceful relations . . . .^° 



Senator Fulbright once described its purposes: "High academic 

 standards are important . . . bul th.e purpose of the program is not 

 the advancement of science nor tlie promotion of scholarship. These 

 are by-products of a program vrhose primary ami is international 

 understanding." ^^ Recent testimony from the Department of State 

 has amplihed this theme as the prime function of the Mutual Educa- 

 tional and Cultural Program : 



Tlie development of lasting relationships between key leaders — leaders of 

 opinion, leaders of organizations, socia.l and political decisionmaI<ers — charac- 

 terized by mutual confidence, trust, empathy, knov,-ledge, and respect. . . . The 

 total program emphasis is still exchange of persons, but restructured toward 

 better prospects of high leverage, high multij^lier, multi-dimensional impact on 

 significant attitudes, relationships and communication processes. ^^ 



Specific political objectives for the fiscal year 1972 were targeted for 

 geographic areas served b}^ the Fulbright-HaAs program. For instance: 



Near East and South Asia. — A major objective . . . will be to help Arab leaders 

 and opinion molders understand how U.S. Foreign policies .seek to contribute 

 to international political, social, and economic progress and to the maintenance 

 of international amity in the Middle East; 



Africa. — More extensive emphasis will be placed on emerging leaders among 

 the lower and middle organizational professional levels. Increased programming 

 effort will also be devoted to African news media specialists; 



American Republics. — Emphasis, as in other areas, will l)e placed on young 

 professionals and universit^y students who have leadership potential. Continued 

 support will be given to strengthening university-to-university relationships. 

 These programs have developed strong personal institutional ties among inihi- 

 ential academic leaders in the United States and Latin America. We are focusing 

 on the need t« overcome a variety of different and often difficult cultural and 

 psychological barriers to good relations. ^^ 



HOW THE FULBRIGHT-HAYS PROGRAM OPERATES 



In brief, the Fulbright-ILrvs program is administered as follows: 

 The binational commissions in each of the 48 coiuitries with which the 

 United States has educational exchange agreements determine the 

 number and tvpes of scholars to be exchauii-ed each vear. The Bureau 

 of Educational and Cultural Affairs transmits this information to its 



M Statement of purpose (sec. 101) of the Mutual Educational and Cultural Exchange Act of 1961, as 

 amended, Public Law 87-2.56, 7.5 Stat. 527, approved Septeniljer 21 .106). as amended by PuIjHc Law 87-56.5, 

 76 Stat. 255, approved Augusts, 1962, Pul)lic Law 87-793, 76 Stat. 832, approved October 11, 1962, and Public 

 Law8'J-698, Stat. 1006, approved October 29, 1966. 



5' As (luoted by Robert M. Rosenzweig, "Foreign Pohcy and Education: A Confusion of Purpose," 

 Journal of Higher Education 37 (May 1966), p. 278, as cited l)y Steven E. Deutsch, rntiriialional Education 

 and Exchange A Sociolot/icnl Anah/sis (Cleveland: Case Western Reserve University Press, 1970), p. 77. 



52 U.S., Congress. House, Committee on Appropriations, Departments of State, Justice, and Coimnercc, 

 the Judiciary and Related Agencies Appropriations for 1972: Hearings, Pt. 2, 92d Cong., 1st sess., 1971, pp. 

 871-872. 



^ Idem. 



