Research into the several dimensions of education is well established as one of the branches of social science. Cross-national research in these areas is similarly well established, as the recent Fifth World Congress of Comparative and International Education Societies bore out. With the procedure of much of such research there appears to be no issue of principle. Americans, Germans, Swedes, Russians and Japanese study each other with mutual encouragement. Until two decades ago much the same seemed to be true of all nations. Indians were at liberty to study British education, Ghanaians could doubtless look at Brazil, if they were so inclined, and Zambians and Tanzanians could examine the Chinese experiences.