Research On The Development History Of Educational Theory In Modern Chinese Society (1902-1949

Since the Opium War,China has been bullied by foreign powers.Especially stimulated by the failure of the 1895 Sino-Japanese War,many people with lofty ideals began to seek ways to save the country.Yan Fu made great efforts to publicize the way of becoming prosperous and strong in the west,and put forward the national salvation plan of "opening up the wisdom of the people,encouraging the strength of the people,and promoting the new morality of the people".In order to arouse people’s consciousness,Liang Qichao called out "New Citizen Theory".Chen Duxiu’s "New Youth" has opened up a new road to national salvation.Modern China gradually set off a tide of "saving the nation through education"."Social education" was introduced into modern China under such historical background.From the early"literacy education" to the "training of the people" in the period of the national government’s political training,and then to the "organizing the people" in the period of the Anti-Japanese War,social education always bears an extremely important historical task at different periods.This study systematically combs,analyses and studies the achievements of the theoretical research on social education in modern China,and tries to present a comprehensive picture of the theoretical development.Then it summarizes the main theoretical viewpoints,theoretical formation paths and theoretical characteristics of modern social education,so as to enrich the study of the history of modern social education in China.The theoretical connotation of modern social education is not only compatible with traditional Chinese social education,but also in line with the development needs of social culture and education at that time.Since the concept of social education was introduced into China in the late Qing dynasty,it has attracted wide attention from the academia and the government.Since the beginning of the Republic of China,the status of social education in the national education system has been established.Social education has been carried out extensively.Academic circles have also devoted great enthusiasm to the study of social education,and made great achievements in theoretical construction.The theoretical construction of Chinese modern social education began with the introduction,selection and imitation of the concepts and connotations of social education in Japan and Europe.In 1902,the concept of social education was introduced into China by Japan,and the theories of social education in Europe and America also had a profound influence on the thoughts,theories and methods of social education in modern China.However,there are obvious differences and emphases in the way of influence of social education between Japan and Europe in the initial stage of importation.Generally speaking,Chinese people combined the implementation and methods of social education in Japan and the ideas and principles of social education in Europe and America.In 1922,Tao Menghe’s Society and Education held that society and education influence each other.Because of the changeability and complexity of society,education should be suitable for society to remedy the drawbacks of society.He believed that the task of education is to make individuals become socialized individuals.He also discussed school-centered social education.The theory of the relationship between education and society put forward in Society and Education established the theoretical basis of social education in modern China.Taking Ma Zongrong’s academic achievements in social education as the object of study,professor Hu Jinping divided the sinicization of modern social education into three levels:first,the sinicization of research phenomena and materials;second,the sinicization of research concepts and principles;third,the sinicization of research issues.In fact,this conclusion has universality,that is to say,these three levels and ways point out the basic path of the sinicization of Chinese modern social education theory.In 1923,Ma Zongrong’s An Introduction to Social Education published in Xueyi magazine has marked traces of Chinese characteristics in terms of materials,views and other aspects.It is also a monograph on "systematic" and "panoramic"introduction of social education.The publication of An Introduction to Social Education initiated the process of sinicization of social education theory.Since then,Chinese scholars in modern times have conducted in-depth exploration of the sinicization of social education theory.In 1938,Social Education Administration compiled by Zhao Mian was an academic monograph with profound theoretical insights and abundant practical materials.It symbolizes that modern China has basically reached a consensus on the macro aspects of social education administration system,administration and implementation methods.Specialized history is one of the basic problems of a discipline.The research on specialized history contributes greatly to the value of discipline theory,and it is also one of the important symbols of the deepening of discipline theory.In 1939,Wu Xuexin’s The History of Social Education was the first monograph on the history of social education in modern China.Chen Lifu,then Minister of Education,and Chen Lijiang,Director of the Department of Social Education,wrote the preface for it,which shows the great academic value of this work.The History of Social Education marks a new academic starting point for the study of social education theory in modern China.With this as a symbol,modern Chinese society has entered the stage of theoretical system construction.Ma Zongrong’s A New Theory of Social Education in the Big Era(1941)and A New Theory of Social Education in China(1948)are two representative monographs that systematically and comprehensively discuss the theory of social education.They also best reflect the research results of the internal structure of the theory of social education in modern China.These two monographs mark the initial formation of the theoretical system of social education in modern China.This study features the contribution of representative figures and significant academic events to the social education theory,and condenses theories,content and theoretical forms in different periods.On this basis,the development of modern social education theory in China is divided into three periods:the germination period(1902-1922),the exploration period(1923-1938)and the initial formation period(1939-1949)of the theoretical system of modern social education in China.The emergence,formation and development of China’s modern social education theory have both external input factors and theoretical consciousness of scholars.It follows the objective logic of the theory itself and is also influenced by the state will and specific social factors.The collision between foreign ideas and Chinese traditional culture,the two-way promotion of government and folk,and the constant testing of theory by practice are the basic paths for the formation of the theoretical system of social education in modern China.Modern Chinese scholars understand social education from three dimensions:social philosophy,knowledge philosophy and social practice.They grasp the theoretical foundation of social education.Modern Chinese social education theory is not a castle in the air.On the whole,the theory of social education in modern China has the characteristics of inheritance of its core,practicality of its purport and openness of its perspective.These theoretical achievements and their characteristics have strong practical significance and high academic reference value.