民初平民教育思想的發展與實踐之研究以晏陽初、陶行知、梁漱溟為例

• Main Author: 曾秀卿
• Other Authors: 詹棟樑
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/74887177185647683400

博士 === 國立臺灣師範大學 === 社會教育學系 === 93 === The research on development and practice of mass educational theory in the early of Republic of China using Yen Yang-Chu, Tao Xing-Zhi and Liang Su-Ming as example Hsiu-chin Tseng Abstract Yen Yang-Chu, Tao Xing-Zhi and Liang Su-Ming have been chosen for their contribution to mass education. They have different theoretical exploration and they devoted their mass education to put their theories into practice. They established experimental schools in Nan Chin, Ho Pei and Shan Tong separately, and practice mass education. The results were recognised, confirmed and imitated throughout the world. They are the great thinkers, who are referred to in the modern research of education in the early Republic of China. Chang Kai-Yuan and Tang Wen-Chuan asserted that if there were two hundred educationalists like Tao and Yen in modern China, the history of Chinese education, even the whole of history, and society would be different. The aims of this research are as follows: 1. To understand the campaign and background of mass education in the early Republic of China. 2. To explore and discuss the theory and practice of mass education of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 3. To analyze and compare the differences in mass education between Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 4. To expand on the philosophy of mass education and modern social education and research ideas among Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. There are six chapters in this thesis, which are as follows: 1. Abstract 2. Origin and development of thought and the campaign of mass education in the early Republic of China. 3. Analysis of the philosophy of mass education of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 4. Mass education practice of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 5. Comparison of the philosophy of mass education and practice of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 6. Conclusion and discussion. Conclusion of this research: 1. How the campaign of mass education arose and developed, and was affected by the unsettled political situation, military defeat, warlord tyranny, the invasion of capitalism and imperialism, the awaking of intellectuals after military defeat and the arrival of Tu Wei in China to promote the philosophy of mass education. 2. The development of mass education was undirected, as a simple reading campaign could not solve the country’s difficulties. To save the country, the mass education was modified from a reading movement towards a campaign of improvement of the country’s difficulties. 3. Yen, Tao and Liang transfer the reading training of mass education into the campaign of country revolution one after another. The concepts vary, but the principles still apply “education” and “national rebuilding” as the main methodologies. 4. Yen’s, Tao’s and Liang’s philosophy of mass education were affected by the concepts of religion and Confucianism. 5. Yen, Tao and Liang advanced the working of processes of mass education, which involved caring for the small and weak groups, promoting women’s education, standing for equal opportunity to education. It contained the education ideal and a feeling for humanity. 6. Yen, Tao and Liang advanced a process of mass education. They advocated adult and continuing education. They had the ideal of life learning. 7. Yen presented the pros and cons of his approach on global strategy; Tao developed the concept of multicultural. 8. Yen, Tao and Liang valued the function of social education, believing society can not be separated from school, and school can not be separate from society. 9. Yen, Tao and Liang are regard as a mass education faction. They all considered that the key points of difficulty of the Chinese countryside were not agriculture underproduction, but the farmers were in low level of education. The solution needed to start with “mass education” and “countryside education “. 10. The methodologies of practice of mass education are as follows: the principle of Ding-Hsien’s experiment is “to get rid of illiteracy and be modern civilians”. Siao-Chuang’s experiment is “to use the countryside school to transfer as centre of countryside life, country teachers are used as spirits of country life, applying autonomous country for improving the country organization”. The principle of Chou-Ping’s experiment is “country construction”, meaning “to create new culture and to save old countryside”. 11. Ding Hsien’s experiment, Chou-Ping’s experiment and Shiao-Chuang’s experiment provide for consolidation and sharing of resources to carry out mass education, agricultural revolution and agricultural construction. 12. When Yen, Tao and Liang advanced mass education, they emphasised a combination of work, education and life. 13. When Yen, Tao and Liang advanced mass education, they applied education, literature and drama to awaken the national and war consciousness. 14. The processes of Yen, Tao and Liang advanced mass education, with emphasis on resolving countryside difficulties personally; the revolution plans should be from the top to the bottom, countryside specify the plans in order to satisfy the farmers’ requirements. 15. The processes of Yen, Tao and Liang advanced mass education, insisting on training of mass teachers and country members to promote their capability and discipline. 16. Discussion of social reform but following political power, assert country movement but country unmovment, obstacles from abominable policies and authority, group’s usury to exploit, unsolved farmer’s land difficulties, the old despotic gentries’ regime organisations, which failed the campaign of mass education and country construction . 17. The campaign of mass education and country construction have failed, but still deeply affect domestic and international politics, social, education and culture. The research result and proposal will present the current social education philosophy, social education organisation and future research for reference.