A Study On The Theory And Practice Of Yan Yangchu' Mass Education

This dissertation tries to study the history of theory and practice of Yan Yangchu' Mass Education from the viewpoint of society-transforming period in contemporary China, its value and practical meaning to education, society and the construction of new countryside in contemporary China are also discussed in great detail, hoping to facilitate the brand-new investigation and deeper research on the theory and practice of Yan Yangchu' Mass Education in the relevant field at both micro and macro levels, and thus drawing the government's attention.The dissertation consists of five parts:Part One is the introduction, mainly deals with the objectives, main contents and problems to be solved, and the purpose, significance, methods, breakthroughs of the study and so on as well.Part Two discusses the historical backgrounds and origins of the present study. Internationally speaking, The World War 1, the New Education Movement in Europe and Progressivism Education Movement in America influenced the patriotic intellectuals greatly and led them to the roads of saving country; At home, new education made village elites move from villages to cities, resulting in the phenomenon of "talents vacuum" in villages, which inevitably led to the scarcity of village management and capitals; What's more, with the spreading of the new thoughts of education, new village experiment started in China, thoughts of village education began to spread and prosper. So to speak, all these contributed to the formation of Yan' Mass Education doctrine. However, Yan's mass education doctrine was directly influenced by the "three Cs", namely, Confucius, Christ and Coolers. Part Three probes the historical course of Yan's Mass Education in practice. It is divided into five stages: The first stage, from 1920 to 1926, is mainly based on illiteracy-elimination. The second stage, from 1926 to 1937, is a stage of experiments in Ding County, the main task is to lead economic construction through education. The third stage is called a reform phase at the governmental levels of county and province lasting from 1937 to 1940, with a major task being arousing the citizens to participate in the War of Resistance. The fourth stage, from 1940 to 1949, is the reform phase of college education; college of village construction is set up, the main task is to train village construction talents. The last stage is called international village reform phase lasting form 1950 to 1990, through the reconstruction of international village college, the main task is to train international village construction talents. In the later part, the influences of Yan' Mass Education both internationally and domestically are discussed in great details.Part Four discusses the theory of Yan' Mass Education. It is not until now that a systematic study on the theory of Yan' Mass Education is made from the perspective of philosophy, education, and ethics. The dissertation makes a systematic theoretical discussion on Yan's theory from the viewpoint of educational ontology, educational axiology, educational teleology, educational fair logy, teachers' morality, curriculum and pedagogy. In this transferring period in contemporary China, the realistic significance of the theory of Yan' Mass Education on education, society and new village construction is probed as well.Part Five summarizes the realistic value of Yan' Mass Education. With the global financial crisis, world political structure is reshuffling; Meantime, China's society is undergoing a transform after 30 years' reform and opening-up. Under this circumstances, the author of this dissertation chooses four problems that are closely related with the situation of contemporary China: faith, intellectual, citizen society, "three agricultural problems", and analyzes deeply in accordance with the theory and practice of Yan' Mass Education. They are the following four aspects: the contemporary value of Yan yangchu' faith, the contemporary value of Yan as a pure intellectual, the contemporary value that Yan tried to construct citizen society through the citizen education, and Yan' view of big education on how to solve "three agricultural problems".Yan is fully committed to the study of mass education for 70 years. He went into villages, lived in the village, investigated and solved the problems. Yan realized that poverty was the real enemy of the mankind from the viewpoint of academy and without any prejudice. It is his belief that only by eliminating poverty can there be peace and harmony in the world. Yan' Mass Education theory originated from China locally and belongs to Chinese as he neither worship the west nor did he follow the ancestors; his theory was a combination of the Eastern culture and the Western culture, and therefore enjoys a prominent place and an outstanding contribution in the educational history both home and abroad. Yan' theory has spread to forty-two countries and areas through a special way of culture transmission and helps to launch a movement of international village reform, until today it still influences many developing countries and areas deeply.In this society-transforming period of contemporary China, to solve the educational problems and social problems, we should not only have a world vision but also be locally based. Yan' Mass Education theory is a theory grown up locally, and meanwhile a theory really made for the world. Even today it is still the first-rate theory to solve the village problems academically. Moreover, Yan' theory has great realistic significance in solving educational problems and it is sure to contribute a lot both theoretically and practically.