Comparison Of Two Orientation Of Running Educational Institutions In Western Region Of China In View Of Indigenization

Under the impact of the western industrial civilization, modern China starts difficultly the transition from agricultural society to industrial society. The modernization path becomes the unavoidable and the only choice to follow the western model of development in China. With the deepening of the modernization of education, the issue become increasingly prominent that the western education doesn’t meet China’s national conditions like "oranges change with their environment", so education indigenization become the inevitable pursuit of Chinese education for one hundred years. Although its concept words, theoretical ideas and practice path are not consistent, it becomes the common wish of the educators to create Chinese education which accords with the situation of China."Running educational institutions in integrated type" created by Lei Peihong and "running educational institutions in interactive type " created by Lu Zuofu are two characteristic classic case of education indigenization in the period of the Republic of China.Lei Peihong who is studious in childhood passes Xiu-Cai exam, then devotes to the study of political science and education in Europe and America. He concentrates on the study of the western education while understood of China’s backward reality, adhering to the ambition of education saving the nation to determine to serve the home. He is in charge of education administrative of Guangxi province five times, especially since1933, founds the national basic education as the core of the national education system, including three levels of national basic education, national middle school and national university to form the "running educational institutions in integrated type" orientation. He emphasizes the social foundation of education that integrates education undertaking into society to promote social transformation in education reform. He stresses that education career leads the political, economic, cultural, military, etc. It shows a lasting charm of education career and the tremendous role for the education modernization promoting regional modernization. Relied on the education administrative power, he intergrates together with public education and school education, adult education and children education, general education and vocational education. It becomes a new type of school system collectively known as the national education. They all serve national education which including education administration, education science research institution, education publishing institution, etc. Guided by the idea of "localization", he intergrates the western education into the local Guangxi to form the national education system, and attaches importance to "localization development" of the western education in China.Born in a poor family, though studious and outstanding in achievement he been young, Lu Zuofu can’t continue to enter a higher school after graduating from the primary school, so go on the self-taught road. He mainly understands indirectly western education and be aware of the local reality that can spontaneously and flexibly run educational institutions local in indigenization. So he forms a "running educational institutions in interactive type" orientation. His experience of running educational institutions is very complex, included early running educational institutions in Luzhou and Chengdu, rural education in Beibei, employee education in Minsheng company and so on, especially his running educational institutions in the latter two places is the most effective. He early advocates education saving the nation, then turns to industry saving the nation, but still pays attention to the role of education in social development and focuses on education. He has identities of a teacher, school principal, government officials, and enterprise managers, so pay attention to educational and social programs to promote each other. He places the education modernization in regional modernization, and recognizes education career is an important part of national development and local construction. He contrills running educational institutions with the idea of social comprehensive and balances development to coordinate education development scale and speed, and makes greater contribution to the education in the modernization process. He founds the elementary education, secondary education, higher education, the people’s education, school education, research institutions, the general education, and vocational education. Being mutually independent, various types of education don’t integrate into one school system. But they are related and support each other to form the benign interaction between different education systems. His understanding of the western education is significantly weaker than Lei Peihong, but he is good at indirectly absorbing western education concept and emphasizing the combination of local education. He attaches importance to " local creation" of education to form interactive relations between Chinese and western education.It is the core spirit of running educational institutions to promote education indigenization in the western region of China. While the emphasis of the education, administration, industry, etc, is different, they think of education as the basis of national independence, national prosperity. They vigorously popularize education and think highly of the cultivation of national spirit and the citizen moral. They learn from the essence of Chinese and western education management and combine with their own education practice to form the education management system of personal characteristics. They fix it in the form of laws and regulations even to promote throughout the country. They rationally grasp the relationship between education and society with causing them to keep a certain tension. They apply properly humanism and pragmatism to education to promote the citizens personal growth and the social progress.Attaching great importance to the indigenization of the three basic elements-the international view, the spirit of the age, the local consciousness, they show them evenly. It makes them gradually grow into the modern famous educators through relatively loose environment in running educational institutions, like-minded team of education, educational experience of combining theory and practice, caring about people, and keening to education. As educators, they have the spirit quality of perseverance, distinct personality, quick thinking, looking far and aiming high, noble character. They also have the basic literacy of knowledgeable, carefully studying education, paying close attention to national economy and people’s livelihood, respect for talent, good at management. Even though met all kinds of difficulties, contradictions and misunderstanding in running educational institutions, they aspire after the essence of education with rigorous attitude, and treat the education of ancient and modern, Chinese and foreign experience in the dialectical thought. They establish all kinds of schools and education institutions in high enthusiasm, and promote the modern transition of indigenous education on the spirit of perseverance.Completing "the creative transformation" of the international view, the spirit of the age, and the local consciousness, they realize the local growth of the new-style education to promote the modernization of education in poor western China and regional modernization. So to speak, the two orientations of running educational institutions are "all roads leading to Rome". They not only are the model of running educational institutions in indigenization during the period of the Republic of China, but also have great significance on the reform of education.