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In The Early Days After Foundation Of The Communist Party Of China The Three-dimensional Orientation Of Education Policy Research

Posted on:2011-06-04Degree:DoctorType:Dissertation
Country:ChinaCandidate:H Y RuiFull Text:PDF
GTID:1227330395464132Subject:Marxism in China
Abstract/Summary:PDF Full Text Request
Education is the cornerstone of national development. Since the day Communist Party of China (CPC hereafter) was founded, it has always deemed education as a principal revolutionary mission and a strategic task. To have an overall picture of the education in China, we should first have good knowledge of the CPC’s education policies and guidelines since they are universally understood as the core and soul of Chinese educational causes. The early years of New China witnessed the country’s grand social transformation, in which the country was faced with the enormous task of post-war rebuilding, the society needed to be reconstructed and the value requires to be remodeled. In this period, the CPC adhered to the combination of Marxism and the China’s specific realities in the field of education, built upon our past achievements and brought the educational cause to a new high, and sought actively to explore and develop the education policies and guidelines with Chinese characteristics suited to China’s national conditions and. Against this historical background, the study of this topic will hopefully help deepen understanding of education policies of the CPC, help learn lessons from China’s education policy-making process at the present time and in future, and help clarify corresponding issues in the early years of New China. This research project selects the CPC’s education policies and guidelines in the early years of New China as the object of the study, and makes a systematic examination of the historical background, theoretical origins, implementation and value orientation of the CPC’s education policies and guidelines in this period from the theoretical, practical and value-oriented dimensions. The results generated from this study will hopefully shed some light on contemporary China’s educational development.The full text is comprised of six chapters.Chapter One is an introductory part, which describes the basis on which the topic was selected and the significance of topics, and combs through the current researches conducted on similar topics. At the end of this chapter, the research design is proposed and innovative points are also specified.Chapter Two deals with the theoretical investigation of the CPC’s education policies and guidelines in the early years of New China. In the first place, this chapter defines and analyzes the basic concepts regarding the CPC’s education policies and guidelines, their connotations and mutual relationships. In the second place, on the basis of the clarification of Marxist educational theories proposed by Marx, Engels, Lenin, Stalin, Mao Zedong, Zhou Enlai, and Liu Shaoqi, this chapter makes a detailed analysis of the theoretical basis, theoretical exploration and theoretical development of the CPC’s education policies and guidelines. Finally, the chapter summarizes the theoretical characteristics of the CPC’s education policies and guidelines in this period. Specifically, the CPC’s education policies and guidelines attach importance to the relationship between theoretical inheritance and theoretical innovativeness, to the scientific making of strategic decisions based on the specific realities, and China’s national conditions in particular, and to the developmental integration of educational functions in serving politics, serving economy and serving the people.Chapter Three examines the practice of the CPC’s education policies and guidelines in the beginning years of New China. This Chapter starts with the investigation of the CPC’s education policies and guidelines in three stages, namely, the Agrarian Revolutionary War, the War of Resistance against Japan and the War of Liberation, and analyzes the basis on which the CPC’s education policies and guidelines were implemented in the beginning years of New China.By combing and analyzing the details concerning how the CPC’s education policies and guidelines were implemented, this chapter concludes that the policies in the system of organization provided a fundamental basis for the educational development of New China, the takeover and transformation of the old education system constituted a point of departure for the educational development of New China, the emphasis that the CPC placed on the national education became the theme of the educational development of New China, the educational reform of intellectuals was a key point to the educational development of New China, the increased investment to improve the school facilities and conditions was a guarantee for the educational development of New China, and the effective implementation of the micro-policies for the education of all levels deepened the educational development of New China. Thereupon, the chapter finally summarizes and highlights the characteristics of the implementations of education policies in the early years of New China.The fourth chapter investigates the value orientation of the CPC’s education policies and guidelines in the early years of New China. In this chapter, the author adopts the method of Marxism and explores the CPC’s education policies and guidelines from the perspective of their value orientation. The basic procedures of such exploration include: discriminating and analyzing value, educational value and educational value orientation; sketching the track of the formation of value orientation of the CPC’s education policies and guidelines in the beginning years of New China; investigating the extrinsic and intrinsic values of the CPC’s education policies and guidelines, and thereby uncovering the historical causes behind the value orientation of the CPC’s education policies.At the end of this chapter, the author makes the evaluation of the choice of the CPC’s education policies in the early years of New China, concluding that the positive side of the value orientation of the CPC’s education policies in the early years of New China lies in the education being open to all the laboring people, which ensures their status of being masters in their own country, in the education being capable of serving to recover the national economic construction, which guarantees the stability of the new regime, and in New China’s education policies putting into effect the idea of human development in an all-around way, by which an enormous number of talents were cultivated in this period with both political integrity and professional competence.The limitations of New China’s education policies, if any, are that they overemphasize the orientation of social value and ignore the principal needs of the educatees. As a consequence, the education policies gave too much priority to political orientation, which in turn leads to the deviation of New China’s educational development.Chapter Five reports the results of the case study designed to probe the CPC’s policies and guidelines of moral education for higher education institutions in the early years of New China. Given that the CPC’s policies and guidelines of moral education directly reflect the reconstruction of the CPC’s ideology, that they play a leading role in the whole educational system, and therefore may enjoy a historical importance of continuing with the past and opening up the future, and that the CPC’s policies and guidelines of moral education for higher education institutions in the early years of New China may have some practical implications to the social transformation in today’s China, the special care for the CPC’s policies and guidelines of moral education in higher education institutions in the early years of New China is therefore of special significance.Starting from the background against which the CPC’s policies and guidelines of moral education for higher education institutions were established in the early years of New China, this chapter investigates the issues such as how to ensure the CPC’s leadership over the moral education in higher education institutions, how to establish and perfect the main channels of the moral education, how to build up special organizations of political work and the qualified teachers for those organizations, how to promote the moral education methods of integrating theory with practice, how to show respect for students’ principal status, and lead them to the correct targets, and how to encourage students to carry out self-education, etc.The above investigation helps to summarize the following characteristics of the CPC’s policies and guidelines of moral education for higher education institutions in the early years of New China: priority given to political education in moral education; administrative means employed to promote moral education; the CPC’s steadfastness in pursuing the objectives of moral education accompanied by the flexuosity in their exploration for the right track of moral education; the first classroom fused with the second classroom; the radical methods coexisting with the progressive methods in moral education; the solutions to political thought problems combined with the solutions to practical problems, and the overall design of moral education linked up with its stratified implementations.This chapter also makes both positive and negative evaluations on the CPC’s policies and guidelines of moral education for higher education institutions in the early years of New China. On the positive side, the CPC’s policies and guidelines of moral education in the early years of New China established the important position in higher education, asserted the dominance of the course design of political thought theories in the moral education of higher education institutions, encouraged the the birth of all-around development orientation, and opened up the effective means of moral education. On the negative side, the CPC’s moral education policies and guidelines in that period are characterized by excessive politicization, extensive emphasis on ideology, over-simplification, isolation from reality and dogmatization.Chapter Six is concerned with the contemporary value behind the CPC’s education policies and guidelines in the early years of New China. The CPC’s education policies and guidelines in the early years of New China are the tangible product of the combination of Marxism with Chinese specific realities in education, and they are the inevitable outcome of the CPC vigorous exploration in the field of education and the right choice made in that period on the basis of the international and domestic specific conditions. Therefore, they not only have a profound historical influence on China’s educational development, but are also of significant contemporary value.To sum up, this study focuses on the beneficial enlightenment and practical implications generated from the CPC’s education policies and guidelines in the early years of New China by analyzing and elaborating the effect of the CPC’s education policies and guidelines on the social development in the period of social transformation in the early years of New China, the CPC’s strong leadership in the development of education, the proper use of ideological guideline of seeking truth from facts in the making of the proper education policies and guidelines, the CPC’s persistent pursuit of the goal of education in promoting people’s all-around development, the emphasis that the CPC has placed on moral education and on the main position of Marxist ideology in education, and the CPC’s persistence in seeking for the value orientation of equal stress on justice and efficiency, etc.
Keywords/Search Tags:Three-dimensional
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