On The Educators' Theories Of Putting What Is Learned Into Practice During Ming Dynasty And Qing Dynasty

During Ming and Qing Dynasties, the conflicts of the feudal society broke out andSong-Ming Rationalism was on the wane and the drawbacks of Hollowness was also disposed.A trend of being against "empty talk of reason " appeared and the idea of being in favor of"practical doctrine" which faced reality appeared. The essence of the idea of "practicaldoctrine" was to break down the barriers of Rationalism;to free oneself from old ideas;todevelop the rational faculty;to "put what was learned to practice" and to administer a nationand rescuer the people. This strong tend of thought originated from the decline of feudalismand it reached its most vigorous stage during the violent political and social upheavals whenthe society was in transition from feudal society to modern times. As the saying goes, thetimes produce their heroes. A number of talents grew during that period of time, who aimed toreform the old society. Between Qing Dynasty and Ming Dynasty grew some enlighteningthinkers who had left a considerable theoretical and cultural wealth.From the end the sixteenth century to the beginning of the nineteenth century, there wereseeds of capitalism and the social stratum of urban residents, along with which there wasMing-Qing Practical Doctrine, which reflected their interests and desires. This was thesocial-cultural background in which Chinese were beginning to adopt the western capitalism.Without the socio-cultural background, western capitalism would never have survived China.Those scholars who researched into capitalism in China were seeking for the bud ofcapitalism only in the socio-economic structure of feudal society. They did not explore thevalue concept of Chinese accepting the new capitalist value from abroad.As a matter of fact Ming-Qing Practical Doctrine was the highest form of developmentof Chinese Confucianism. The new values, which were quite different from traditional ones,reflected the essence of the new social stratum of urban residents and the city commodityeconomy. In addition, Ming-Qing Practical Doctrine was the precondition of Chineseadopting the idea of capitalism abroad. With the development of Chinese history, Ming-QingPractical Doctrine played an important role in the historical process of China. In Ming-QingDynasties, the Practical Doctrine reached its full bloom in the educational thinking ofPractical Doctrine, whose prosperity enhanced the development of the whole society inChinese history. During the time, china grew a group of enlightening thinkers, who played asignificant part in the Chinese education history. Their education doctrine of "put what waslearned to practice" is significant up till now. Exploration into the developments and changesof "practical doctrine" is of great academic value and application value to establishingeducational policy and applying theory to practice.This thesis is composed of an introduction and three chapters. Firstly, the thesis gives abrief introduction to the "practical doctrine", reviewing the research achievements of theeducational theory of "putting what is learned to practice".Chapter One elaborates on the theoretical background of the educational theory of"putting what is learned to practice" and on the social causes leading to its development.Chapter Two analyses the educational theory of "putting what is learned to practice" andexplore the education objective, content and methodology of the education doctrine.Chapter Three focuses on the features of the educational theory of "putting what islearned to practice" and provides a historical and realistic evaluation on the educationalthinking of "putting what is learned to practice".