A Study Of Lin Liru's Education Ideology(1918-1949)

Lin Liru(1889-1977), a famous educationist of modern China. He engaged himself ineducation for decades, formed abundant educational ideology mainly involving in secondaryeducation, pedagogical education and national education etc. This article focuses on discussing his education ideology between 1918—1949.Lin Liru's education ideology not only comes from his studying in Japan profession andhis abundant educational practice, but also comes from his review of educational history anddeep thinking of reality. In his secondary education theory, Lin raised his core idea—personalityeducational idea, and always emphasized this idea in his educational practice. With the floodingof the western educational ideas into China, Lin never followed it without filtering, instead heinsisted on his educational mode by linking practicality. He attached importance to women'seducation, advocated sex equality in middle schools, appointed excellent women to manage aschool, set a good example for pushing women education in middle schools. He proposed somenew points and views for vocational education, tightly linked middle education to the great effectof the society.Lin Liru advocated that normal education should be independent, so as to ensure normalcharacteristics and to keep it healthy development, affiliated schools should not be lack fornormal education in development. Normal education play an important role in educationalreform, and should think much of practice and theoretical research. Normal education is the baseof the nation's education, and the base of normal educational development depended onenhancing teacher's status and treatment. The country should pay more attention to the normalstudent's cultivation, and bring up a troop of excellent teachers.Lin's national education ideology was formed in civilian education practice, and maturedstep by step in the background of anti-Japanese war. His national educational thought reflectedhis loving of the country and people. He probed into the lag of Chinese national education,analyzed the necessary conditions for national education development, he was fully confident inthe development of national education, and raised some profound points, he viewed nationaleducation at the altitude of national prosperous development.Lin's educational ideology is one of the important parts of the Chinese modern educationthought. Its fruitful education idea and school philosophy still have profound influence ontoday's educational practice.