Political and Economic Analysis of Total Defense Education in Taiwan，1949~2005

• Main Authors: Chang-Hao Yen, 顏章豪
• Other Authors: Chyuan-Jenq Shiau
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/90243015393908696989

碩士 === 國立臺灣大學 === 政治學研究所 === 94 === ABSTRACT The content and status of national defense education in Taiwan are deeply influenced by nation-centric internal and external political and economic systems. This article attempts to analyze the implications and changes in the post-war national defense education system from the perspective of historical structuralism and in terms of globalization trends such as domestic political and economic changes, cross-strait relations and post-Cold War relations. Based on these perspectives, this study provides in-depth discussion on the development of national defense education during the Martial Law Era, the Era of Democratic Transformation, and the Era of Democratic Consolidation. The Martial Law Era refers to the period from the declaration of martial law in 1949 to its abolition in 1987. During this time, the government adopted an authoritarian party-state system, during which political power strongly intervened at all levels of political, economic and social arenas. Government organizations clearly dominated the development of societal change. At the time, factors such as historical background, time and space were catalysts that naturally led to the foundations of the “total defense” concept, which was internalized into mainstream thought. Taiwan and China were at daggers and the citizenry was already well aware of the enemy and national defense. It was a period of great hardship as people were at all times ready to sacrifice for their country. However, despite the threat of confrontation cross-straits relations remained quite stable. After the lifting of martial law in 1987 and up until the election of the DPP in 2000, power had completely transferred hands marking the Era of Democratic Transformation. In this period, state power had been relaxed as political participation was extended throughout society, and economic policy adhered to market mechanisms. During the transformation from state control to relative freedom after the end of martial law, civil society began a stage of vigorous development. The concepts of individual liberty and diversity of values were in constant collision with the previous system and standards, thereby weakening national identity and “total defense.” The period from the transfer of power in 2000 to the present is referred to as the Era of Democratic Consolidation. Taiwan’s “total defense” came about as China suddenly appeared on the horizon and the age of anti-terrorism came about in the post-911 era. International cooperation trends and the occurrence of various intimate cross-straits economic and academic exchanges resulted in a citizenry much less aware of potential security threats. This study probes the three levels of military education, social education and school education based on the political and economic changes during the above three eras, and provides in-depth discussion of the emergence of “total defense education” in Taiwan. The purpose of this research is to uncover the main political and economic trends that influence change in “total defense education,” and to reflect on the direction of national defense education. Taiwan’s “Total Defense Education Act” was promulgated in February 2005. A gradual increase in the extent of research and emphasis given to “total defense education” highlights the potential for “total defense education” to become a mainstream value of national security in the future. The conclusions and findings in this research will be provided as a reference to competent authorities responsible for “total defense education.” It is hoped that vision and innovation toward the establishment of a “total defense education” system will lend a hand in strengthening national power.