Imitation, Self-reliance And Innovation - Modern Japan To Study European And American Educational Research

Japan, which had the system of backward feudalism and was almost reduced to the colony of Europe and America, quickly becomes one of the best developed capi- talist countries in modern times, winning worldwide attention and admiration. The reasons causing Japan to transfer quickly are many and varied. Japanese are not only bold in but good at learning foreign advanced experiences in education, which is one of the important reasons for them to have made a 揻rog-jumping style?advance in development. Japan sets an example for developing countries. This thesis is guided by the historical materialism. On the principle of making the past serve the present and making foreign things serve China, this thesis attempts to deep study Japanese process and their distinguished features in studying the, western education. And on this basis, it compares two models of studying the foreign advanced education expe- riences and advances some experiences and lessons for reference. Except Introduction, the whole thesis consists of 5 chapters. Chapter I intro- duces the subjective and objective reasons in their studying the western education by elaborating Japanese education, the western education and the Meizi government s policy on education. Chapter II makes research into the first phase of Japanese learning the western education. This phase is called the transplantation and imita- tion period (1868?879). During this period, they formulate the policy of learn- ing the western education in all-round way. They completely transplant the western education and on this basis Japanese imitate them to establish their first education system. In this process, they make a mistake of the total westernization. In chap- terffl, the thesis deals with Japanese second studying phase. It is a digesting and self-supporting period (1880 --- 1895), in which they sum up their experiences in the first phase and readjust their policies in studying and change the principle of to- tal learning into the compromise studying. And under. the guide of their policies, they realize self-supporting in their national education by digesting the western edu- cation which has been transplanted into their country. But in treating their tradi 2 ~J tional education Japanese make another mistake-they regard the dross as the essence. Chapter IV deals with their third studying phase. It is the absorbing and innovating period (after 1896). After studying and developing for nearly 30 years, Japanese education has reached the advanced world level and Japanese government makes a policy of surpassing the western education to adapt this change. In line with this policy, Japanese continually study the western education and combine the experiences with the condition of their country and their education practice. On the basis of inheritance and innovation, Japanese form the first-rate education model which has Japanese characteristic and suits their own conditions. The relative Lack of creativeness is the main deficiency in this period. Chapter V concludes the whole process of studying the western education in modern Japan. By studying Japanese experiences and comparing two models in successively studying foreign education and properly combining with our condition, this thesis concludes the experiences of their success and failure in studying the western education.