A Study Of Dehua University

This thesis is a systematic study on the birth, growth and closing ofDeutsch-Chinesische Hochschule——"Qingdao Special Higher School" as well asits development process and characteristics. It falls into the following parts: Introduction; the opening of Qingdao and the conception of Deutsch-Chinesische Hochschule; the negotiation, preparation and founding of the school; the developmental process and characteristics; the achievements, cultural influence and concluding remarks.The introduction focuses on the significance of the project, the current study and literature, clarifying the conception and subject of study.Part Two begins with the social and historical backgrounds on which the school came into being, introducing the social, historical and educational condition of Qingdao and Shandong at the start of the twentieth century. The birth of this school is addressed in a comprehensive environment. The then China was an age characterized by new political ideas, imperial examinations being abolished, new educational system in its infant stage, thirst for knowledge, large number of students sent abroad. Meanwhile, foreign powers were establishing educational institutions to expand its cultural influence as well as political and economic power. Germany was also active and would transform Qingdao into its "Cultural Center in the East", and Deutsch-Chinesische Hochschule was an important sector in its strategy. This thesis probes into the considerations of Germany and Qing Dynasty Government on the establishment of the school. Germany aimed to seize the opportunity to compete with other powers and education was intended to be the key to success in cultural competition and changing Qingdao into its center of cultural expansion. They would take advantage of the school, expanding its power in politics, economy and culture in China, winning the acceptance and support of the public in terms of emotion and culture, especially those of the young people, with an eye for the long -term benefits. The Qing Dynasty Government implemented its strategy of "traditional Chinese values as the base and Western learning as an aid", with the hope of importing the science and technology from Germany. Thus, Deutsch-Chinesische Hochschule was a product of German expansion and China's desire for change.Part Three was an account of the proposal on the school's establishment and the negotiation process, with an analysis of the standpoint of both sides and key problems. The key issues included the degree of the school, the certification process and the reluctance of the Qingdao Dynasty Government to allow local schools to offer majors like law and politics. Others involved recruiting students and religion, which were less important and both sides reached agreements, hence the signing of the "Deutsch-Chinesische Hochschule" 18 articles. The latter sections give an account of the development process, including collection of fund, campus and location, historical stories, the original plan of Germans, the later changes and architecture in the school, which is helpful for people to conduct further examination.Part Four gives an account of the establishing process and characteristics of the school, with focus on recruiting methods, length of schooling, department sand curricula. Established by Germany and China, the school was managed by Germans and audited by Chinese. To adjust to the different needs, the school had junior department and senior department, that is, pre-college and college. The pre-college aimed to recruit those who met the bottom line, build a solid foundation to be accepted to the college after acquiring the qualifications. The college had law, medicine, engineering and agriculture departments, with the length of either four years or three years, with emphasis on practical use and engineering, demonstrating the German spirit of practicality and meeting the needs of China. In terms of curricula, it adhered to the policy of a mixture of western and Chinese values. Besides German, physics, chemistry, engineering and math, subjects in high school such as history, Bible, ethnics and literature were also offered. In teaching western courses, the content was taught in accordance with the situation in China. The courses reflected the promise of Germans to combine western and Chinese values, enabling students not to forget their tradition and ancestors, avoiding the disadvantages of studying abroad. In terms of student management, the school held the goal of winning the affection of Chinese young people, less strict to students, allowing them to the upper class social circles, with free access to the forbidden area, satisfying the needs of Chinese students, cultivating the upper class spirit of Chinese, serving the colonial policy while cultivating the personality of self- respect and pursuit of truth. Finally, it narrates the abrupt closing of the school after the defeat of Germany.Part Five centers on two aspects including its educational achievements and influence. The Germans made endeavors to expand its cultural influence in a short term. In terms of faculty, the school invited internationally well-known scholars, developing the school into one as good as those in Germany. Many scholars educated students and transmitted knowledge, bringing in knowledge and academic atmosphere of Germany. Some combined those with the social practice in China and involved themselves in the discussion of social reform of China, which were influential in the social changes of China.Its achievements lay mainly in the cultivation of talents. Within 5 years, Deutsch-Chinesische Hochschule recruited about 1,000 students, 200 of whom graduated. Due to the defeat and withdrawal of Germans, the majority of the intellectuals did not work for Germans and became talents very useful to China. In the history of education, the school enriched the educational styles, established approaches of education with the joint effort of Chinese and foreigners, gaining the experiences in education by Chinese and westerners. It enabled people to receive advanced education without going abroad, which saved money and satisfied the desire of those unable to go abroad for further education. Meanwhile, it promoted the communication between Chinese and German culture, serving as a pioneer of offering higher education in Qingdao. But we must point out that the influence is dual. One is that it was a tool for the colonizing strategy of Germany; and as a tool, it functioned in accordance with the purpose of the German colonizers.From our standpoint, the judgment on the school should be made by not only its function as a strategic tool of German colonization, but also by its motivation and effect respectively. Judging by its the actual effect, we can affirm its status in the modern history of education in China as well as its contribution to the opening of the history of higher education in Qingdao...