A Study on Hakka Education at Taoyuan, Shinchu and Miauli Areas in Japanese Colonial Taiwan (1895-1945)

• Main Authors: Shyan-Yii Chiang, 江孏乙
• Other Authors: Yu-wen Chou
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/22883311130697058889

博士 === 國立臺灣師範大學 === 教育學系 === 101 === The main purpose of this dissertation is to explore the development of Hakkan education in Japanese Colonial Taiwan. The sources such as the information investigated by Japanese colonial government and scholars, school history records, and oral records interviewing senior citizens were used to explore how to promote Hakka children’s education in the Tao, Zhu and Miao areas during the Japanese colonial period. The main findings of this study are as follows： 1. Hakka in the Tao, Zhu and Miao areas accepted new education and supported the establishment of new schools when they cultivated good generation. Educational outcomes were reflected in the formation of new elite class and the promotion of education for girls. At Kansai County, the first doctor and mayor and modern farmer were graduated from the Shyan Tsay Perng common school. Once public school graduates became new social elites, the advantages of schooling were presented significantly. The function of traditional educational institutions was gradually replaced by schooling. 2. In the Tao, Zhu and Miao areas, continuity and transformation of traditional education and culture, mainly in the continuity of Confucianism and the establishment of poetry societies. First, the continuity of Confucianism mainly was carried out by the studios, the traditional cultural heritage was succeeded, but new subjects were taught in those studios which showed a kind of modern pedagogy transformation. Secondly, the poetry societies were established in the Tao, Zhu and Miao areas which reflected the achievement of traditional culture; however distinct change was different background of participants, and the content of poets responding to current events. 3. Schooling was helpful to the upward social mobility, certain key figures and their family played the leading role in the Tao, Zhu and Miao areas, such as the four families of the Shi Guang common school at Kansai. In short, the emphasis on the importance of education of the Hakka tradition was continued in Japanese colonial period. Although educational institutions were changed from private studios to public common schools, due to the efforts of individuals, families and the folks together, new social elites were educated, which made the Hakka in the Tao, Zhu and Miao areas enjoy successful educational fruits after regime shifted.