Abstract:

Since the introduction of the concept of internationalization in higher education, the so-called “mainstream” definitions of it, represented by Jane Knight’s definition, have gradually developed into the “norm” of higher education internationalization on a global scale, and have become a key reference in the theoretical discussion and practice of internationalization in higher education. However, as these definitions were developed in the Western context, they only reflect the internationalization of higher education from Western perspectives, and are thus narrow. It is difficult to accommodate them for the de facto diverse understandings and requirements of internationalization in different countries and higher education institutions, and at different historical stages. These definitions are also restricting the potential and imagination of non-Western higher education systems. Furthermore, these definitions have intrinsic limitations, including their ignorance of the internationalization of knowledge. With a special focus on the interactions between multiple cultures, especially between Chinese and Western cultures, this paper reflects on the existing connotations of internationalization in higher education. It draws upon Chinese intellectual traditions and highlights intellectual pluralism in higher education as an essential aspect of higher education internationalization. It also underlines the responsibility and potential of Chinese intellectual and cultural traditions in contributing to the development of global higher education and human civilization.

Key words: internationalization of higher education, Chinese-Western cultural interaction, knowledge system, intellectual pluralism, globalization