Chinese Higher Education From The Traditional To The Modern Transformation

There is a problem of paradigm existing in the modern higher education history research,namely replacing modernization paradigm of transition paradigm, which enables tounderstand the change of modern higher education. Even if the modern transition ofhigher education in China points in the process and the goal to the modern highereducation which looks on the western higher education as his blueprint, howevef, first ofall, one of the basis and premise is the reform and inheritance of the traditional highereducation, another premise, is the new-styled language, technical and militaryco1leges'fOundation and development, which is not the result of transparent actually.TO make the discussion of the transition of higher education in china more concentrativeand aimly, the author chooses some essential reference items as the start point ofinvestigation. In The process of the higher education's transition from tradition tomodernization, as fOr the key variable which can be broken down into, at least includes theinheritance and development of thinking, institution and system, knowledge andcurriculum, social role's transition of intellectuals.According to the writing way in this paper, the second chapter is about to solve theproblem of thinking background of modern higher education's transition. There are twofolds, one is the factor why the traditional thinking field wants to introduce the moderneducation system, the other is the endeavor that modern intellectuals have made to theexchange between the Chinese higher education ideology and the western ideology Nodoubt, the ideology's transition is the premise of whole higher education's transition.Stimulating by intellectuals'effOrts from Jiangsu and Zhejiang provinces to makeacademia specialized in accordance with the tradition of discipline --classified instruction,western learning, being taken granted as originating from Chinese learning, wasintroduced to the academy for classical learning resulting in which the transition of highereducation in aIl aspects was broken out in late Qing dynasty. The establishment ofeducation system in late Qing dynasty learned from western educational thinking. andtakes Japan, Germany as reference, but it also combined with tradition of our own. Afterthe foundation of the Republic of China, taking the American model as bIueprint, thereform on the education system of late Qing dynasty is based on the thinking recoursemainly from the western, but after the comprehending the Chinese and the waster, andmaking the explanation in Chinese way, it was put into practice fOr the higher educationchinesalization.*The third and fourth chapter analyzes the higher education system's change from late Qingdynasty to the Republic of China, and the fOrmation of modern higher education's takingshape gradually. No doubt, the system transition is the core of the modern highereducation's transition. ln the different respects, the paper describes the system'sconstruction from academy of classics 1earning (ShuYuan) to new-styled college anduniversity, finally the formation of university system in modern sense. MoreoveF, severalmodern universities' character and their position and the role in the transition of highereducation are also mentioned. Therefore, it shows the maturity and finalization of themodern higher education's fOrmation.The fifth chapter discusses the transition from traditional study of Confucian cIassics todepartmentalized modern knowledge system with natural science as its core. Due to theknowledge's position in the higher education, the knowledge transition becomes the key tothe transition of modern higher education. From the habit of taking Confucian classics asthe only legitimate knowIedge fOrm to combining western learning and Chinese learningbased on the principles of western science originating from Chinese academy(Xi-xue-zhong-yuan) and Chinese learning as the essence and western learning for itsut...