| This study is an analysis of changing attitudes towards education in China from the turn of the twentieth century to the May Fourth Movement in 1919. The focus is primarily on popular education (e.g., public lectures, spare-time schools, libraries). With the abolition of the traditional civil service examinations in 1905 and the implementation of a modern, government school system designed to train a patriotic, loyal and hard-working citizenry, Chinese officials and educators began to stress the importance of general and popular education.; In contrast to previous English-language studies that have tended to emphasize the "democratic" aspect of the western educational influence on China (especially with relation to the philosophy of John Dewey), this study will seek to show that Chinese educators were attracted to quite different aspects of western educational practice. With regard to the formal school system, Chinese educators praised the centralisation, uniformity, discipline, strict supervision of textbooks and inculcation of patriotic ideals which characterized education in the West. Popular, or social, education, which "reformed" the lower classes by emphasizing hard work, patriotism and public hygiene was also seen as an important factor explaining the strength of Japan and the West.; Another development after 1905 was th change in attitudes towards vocational education. Chinese educators, in fact, argued for a closer link between education and economic development. The promotion of vocational education was also accompanied by changes in attitudes towards manual labour.; Another feature of discussions on popular education during these years was the idea that formal school education was not fulfilling its required task, that of training a united and patriotic citizenry. Schools were criticized for fostering elitism, division and individualism.; This study also helps to place educational debate in China during these years within a wider context--in two ways. Firstly, reference is made to educational debates in the West which were often very similar to the discussions being carried out in China.; Secondly, this study will show that the issues debated in China at this time were to have a crucial relevance for educational debates in post-49 China. |
