Exhibition Of Chinese Education In International Educational Forum In The Period Of Republic Of China

Nowadays, international organizations and conferences have become the major methods of solving issues among different countries. The fact that China has achieved many historical breakthrough in the election of top positions in specialized organizations of the UN, fully explained that China has attached increasingly greater importance to its role playing in international organizations, of which International Educational Organization is an important part. This article will focus on activities that China took part in the international organizations and conferences and based on which to spread its education theories in the time of Republic of China, to provide reference to nowadays China about how to participate in international education organizations and conferences.In the period of Republic of China, it is a kind of historical inevitability for China to take part in international educational organizations and conferences and to spread its educational theories to the outside. In the first half of 20^th century, the rise and development of international educational organizations and conferences provided China the opportunity to step into international educational forum and it had become the outside force to stimulate the act. Since the late Qing dynasty, the profound change occurred in Chinese education had been the actual basis for China to corresponded with international education movement as well as the inner drive for this act. While students abroad had built up the bridge from China to international educational forum and had become a vigorous force in China to engage in educational diplomatic activities.The act of China to participate in international educational organizations and conferences and to spread its educational theories to the outside could be traced back to the end of Qing dynasty and the beginning of Republic of China as well as the rise of international educational organizations and conferences in the world. This period of history had gone through roughly 3 development phases: the sprouting phase, from the end of Qing dynasty till end of WWI; the phrase of development and decline, from the end of WWI till the end of WWII; the rejuvenation phase, from the end of WWII till Nanjing Kuomingdang Government of Republic of China fled from the mainland. Generally it had gone through a process from participation to cooperation, and then to construction. In the sprouting phase, there was little activity for China to participate in international educational organizations and conferences, and there was no deep connect between China and international educational organizations holding conferences and thus it was a little bit naive. In the development phase, China had actively participated in international educational organizations and conferences. In accordance with incomplete statistics, China had attended 57 conferences and other conferences with a subject held by international educational organizations in the period of Republic of China, and had attended 40 times in this phase, namely 70.17% of the total. Especially China had closely cooperated with the cultural cooperative organization under League of Nations, World Education Federation, World New Education Sodality, International Educational Bureau and other global international educational organizations and actively strived for its say in them. Unfortunately, after "9.18" accident, due to the ever-deteriorating pressure from the powerful neighbours, the trend of nationalism exercised by Chinese representatives in international educational conferences had become more and more popular, the act of participating international educational organizations and conferences had changed from publicizing Chinese education into seeking the world for moral support, the proportion of education itself had been reduced. In the phase of rejuvenation, the status and effect of China in international educational forum have been improved. China has carried out extensive cooperation with the most important intergovernmental international educational organization in the period-UNESCO and had successively held Far East Fundamental Education Seminar which had brought the act of China to participate in international educational organizations and conferences to a climax.Government, educational groups and personnel concerned in educational circle comprise of the major actors for China to participate in international educational organizations and conferences and they are also the starters to publicize Chinese education to the outside world. Their acts have not only determined the existence and development of spreading Chinese educational theories to the outside, but also determined its quality, quantity, flux and flowing direction.Before the establishment of Nanjing Kuomingdang Government in 1927, educational societies and groups had played a vital role in the process to publicize and promote China to participate in international educational organizations and conferences. In a sense, it can be said that it is the planning and promotion of educational societies and groups that directly promoted recent China to participate in international educational organizations and conferences. But the civil property of educational societies and groups had restricted them only to connect with non-governmental international educational organizations. After 1927, in the field the government began to take the lead. The pursuit for educational diplomacy is the main purpose for the government to participate in international educational organizations and conferences. International educational organizations and conferences had become important places to realize the pursuit of Chinese educational diplomacy. Educational administrative officers, university teachers, chiefs in charge of various educational groups, students abroad and diplomatic functionaries are the pioneer and mainstay for China to participate in international educational forum. They represent national government and educational societies and groups to engage in cross-cultural interpersonal communication and their religious belief, knowledge structure, values, thinking patterns as well as interests, preferences and psychological states, would produce effect of different degree for this kind of communication activities. Therefore, in international educational organizations and conferences, the effect of spreading Chinese educational theories depends, to fairly large extent, on their efforts.As specific practitioners, the government, educational societies and groups as well as personnel in educational circle have taken on their tasks excellently, fully utilized the stage of international educational organizations and conferences, in the form of speeches, information presented, proposals for discussion and other forms, promoted the theoretical construction and practices of Chinese education to the world so as to make the world know Chinese education. These promotion contents are the results arrived by the government, educational societies and groups as well as personnel concerned in educational circle through the re-understanding of Chinese culture after many years with strong nationality and being up-to-date. The contents come down to the general situation of Chinese education, civilian education, country education, fundamental education, tertiary education, normal education, vocational education and Chinese traditional educational concepts, etc.China's participation in international educational organizations and conferences and its activities to spread its educational theories has produced certain effect towards the education both in China and in the world. Based on the current data available, there are 3 aspects Chinese educational theories and practices with great effect abroad: the first one is the concept and mode of Chinese education impels the formation and popularization of fundamental education; the second one is the mass education and life education advocated by Tao Xingzhi which had produced effect in international academia; the third one is the theory and mode of civilian education advocated by Yan Yangchu which had spread in developing countries. The effect for the education at home can be demonstrated mainly in 4 aspects: the first one is the internal affair cleaning of Chinese education; the second one is the proposition of the "Cosmopolitanism" view of history education which has caused debates between cosmopolitanism and nationalism; the third one is the implementation of the suggestions proposed by the China education delegation from League of Nations by Chinese government; the fourth is to accelerate the course of fundamental education in China to step up a new step. However, due to the predicament of the country and poverty of the people, frequent warfare as well as no say in related international educational organizations, China had only played a rather limited role in them.In spite of these, we cannot neglect its use for reference for today. First, it has comparatively expressed the current educational state in China to the world, and has made contribution to world culture through its national education. The best way for Chinese education to affect the world is to seek unceasing innovation, opening and development based on national ground. Second, in the process of participation, acceleration and construction of international educational organizations and conferences, China has promoted the development of international education movement. We can get some valuable enlightenment from its process of development on how nowadays China could make dialogue with international educational organizations.