{'fraction_non_alphanumeric': 0.0186084142394822, 'fraction_numerical': 0.0, 'mean_word_length': 5.910614525139665, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Western Schools in Non-Western Societies: Psychosocial Impact and Cultural Response

The spread of the Western school in non-Western societies during the last century represents one of the most far-reaching instances of institutional diffusion in modern history; it continues today in New Guinea and other remote regions of the Pacific, Africa, and Latin America, with consequences that are probably irreversible and will be felt for centuries. Comparative sociologists have documented the effects of this diffusion: through rising literacy rates, on increased participation in large-scale systems of mass communication, national government, and industrial production; through the link between school and employment, on the development of occupationally based social strata; and through the communication of new cultural forms, on the erosion of traditional values in family life and other institutional domains. Their studies have taught us that the intellectual skills developed by literacy create in the individual an expanded awareness of environmental variation, alternative possibilities, and potentialities for choice—an awareness that raises doubts about tradition and increases receptivity to new norms of social participation.