In Regional Vision Of Village, School And Society

From 1905 to 1931, with a series of disgraces derived from lost of battles and unprecedented national crisis, an educational movement aiming at "enlightening intelligence from people" and "stimulating new-style education" flourished in Northeast China. Based on lessons drew from the superiors and materials widely collected from newspapers, magazines, local files, journal papers and academic publications, mirroring theories on regional history, beginning with the rise of education in the rural areas in Northeast China, this thesis presents the modernization of it from Late Qing Dynasty to the Middle of the Republic of China, furthermore, it tries to brings out a justifiable evaluation on it.A certain research results on the rise of education in Northeast China's rural areas have been achieved in academics. However, such problems as simplicity in method and model and limited extent exist in them. Therefore, it is necessary to make a further research on it. In the introduction part, the author mainly introduces the origin of the title, the current situation and insufficiency of research, the theories and methods adopted in this thesis, the collection and arrangement of materials, the research route and structure, and the difficulty, importance and creation of this thesis and so on. At the same time, some core concepts, the research time and space of the thesis are defined in this part. The definition of structure, concepts, research theories and methods makes an academic foreshadowing for the development of the thesis.The development of rural education is closely related to the rural social environment. To some extent, the condition of rural social situation has a direct effect on the education. Ever since a long time ago, the distinct location, the climate, resources, customs and cultures have given birth to a unique society of Guandong. Undoubtedly, this environment with dense regional characteristic has a profound effect on the education of the rural areas in Northeast China. To have a further analysis on the education rise in Northeast China from Late Qing Dynasty to the Middle of the Republic of China, the present thesis begins with investigating the environment of it and elaborates from geographical position, politics, economics, social situation, traditional cultural resources and the stimulation and utilization of colonial education, showing the social background of the flourishing education movement in the rural places in Northeast China in this period.The development of rural education has close relation with the support of government of all levels, so is the education in Northeast China's rural areas. The northeast society from Late Qing Dynasty to the Middle of the Republic of China is a period of turmoil characterized with changes in political power, including the Qing Dynasty, Fengtian Clique and the Change of Banner Period. According to this, the author analyzes the development course of Northeast China education from these three stages. The Qing Dynasty is the beginning stage of the education rise in the rural areas in Northeast China, it is then the education rise in the rural areas of modern Northeast China has its first step. Fengtian Clique is the development stage when a climax of rise in education comes into being. During the Change of Banner Period, the education system in Northeast China is brought into a unity with the whole country, and the rise of education steps into a brand new period. From the rationalization on the rise of education in Northeast rural areas above, the development course of it and the action of government of all levels are presented in this thesis.To understand Northeast rural education during this period more intuitively, the author analyzes the development of education from liberal education, teacher education, industrial education, people's education, education for minorities, education aboard, woman education and improvement on private school in the old days. In this thesis, the author not only introduces the development situation of every kind of education, but also analyzes their features, causes and evaluation. Moreover, the author illuminates some education cases in order to look into the new-style education in Northeast countryside from a viewpoint which is more concrete and more microcosmic.The operation and management on schools in the old days is an important point, which has a great effect on management on schools and education result. To have a further understand on the operation and management on schools in Late Qing Dynasty and the Middle of the Republic of China in Northeast countryside, the author inspects the schools from teaching material, management on students, method of tests, and so on. Actually, the teaching material, method of tests and management on students is the key points in the education rise in Northeast countryside, which impacts greatly on the thorough development of it. The author elaborates how the local government resolves difficulties of teaching materials, educational methods and management and promotes the education rise in Northeast countryside.The education rise expanding the New-style education is a large scale social movement. Therefore it calls for the active participation and support of all social circles. The author makes a special elaboration on the attitudes and actions of all social circles of the Northeast in the education rise. In fact, in this education rise, government of all levels, country gentlemen, social groups and the masses have a double relation of combination and conflict. They combine briefly when collecting money for education, maintaining the development of education and running schools, which has common interest to them. On the contrary, they conflict when contesting resources for running schools, education rights or having different education notions. Undoubtedly, to some extent, the relation of combination and conflict restricts the width and depth of the education rise in Northeast countryside when promoting it.With the popularization and extensive development of education rise, two groups—teachers and students emerge. To have a thorough understand on these two groups' formation and features, the author analyzes them from their origination, age, sex and region, and has a certain investigation to their entire states of mind and characteristic. At the same time, to reflect the true aspects of them, some cases are chosen to be analyzed in this chapter so as to reflect the words and deeds of the new-style scholars in this period from a micro viewpoint and its function in raising social changes.In the education rise as long as thirty years, the development of Northeast countryside education displays a regional feature of the Northeast. On the one hand, as a part of education rise of the whole country, it has the common features of it in this period, ie. advancement, duality, unbalanced feature and limitation. On the other hand, because of the distinguished geographical position and social environment, it has its particularity differing from that of Guannei, ie. the awareness of unexpected in teaching, paying attention to practicability and national education.With the rising and development of countryside education rise, a large group of intellectual graduated from new-style schools emerge rapidly. This is bound to have an important and profound effect on Northeast countryside society. As soon as these new-style intellectual graduate, they step into all fields in Northeast society. Their wide publication and active advocacy gradually inspire the transitions of governance structure, changes in society, economics, education and social customs in the Northeast countryside. Of course, education rise in the countryside is also a double-edged sword which caused the drain of the elite in the countryside and the crisis situation in Northeast countryside in the Republic of China.The rising and development of education rise in the Northeast countryside is the result of all kinds of historical factors, reality condition and the effort of all social circles. This thirty-year education rise has an active effect on the society transition from tradition to modernization. Moreover, it has an absolute effect on the urbanization and modernization of the Northeast society. However, there are some insufficiency in the development history and external effect of education in Northeast countryside, which influences the external effect of this education rise to a great extent. This research on this education movement in the countryside raise a deep-rooted thought from us----where is the way out to the countryside education, and is "education for agriculture" or "education against agriculture" suitable for the development condition of Northeast countryside society? This not only is an important point related closely to the prospects of Northeast countryside education at that time, but also can be referred to the development of countryside education today.