Inheritance And Innovation:Han Fuju And Social Education In Shandong (1930-1937)

Education plays the leading role in enlightening people and transforming social traditions. Han fuju, as the "king of Shandong",targeted at achieving universal education when he took office.Social education is a major part of education and plays a significant role in universalizing education. Especially in the1930s, Shandong could not achieve the goal of education universalization merely depending on school education confined by its political and economic backwardness. Under the leadership and supporting of the prefecture, Shandong province formulated corresponding policies and regulations, providing support for the development of social education. Meanwhile, Shandong built up multiple education subject, formed rich education content, established stable security system, carried out various social educational activities, and gradually established and perfected the social education system, laying a solid foundation for the development of social education. Moreover,in order to sustain his ruling of Shandong, Han, the warlord, inevitably incorporated his ruling concept into social education. Thus the social education then functioned with Han’s individual will as well as educationally and politically.This paper takes the social education under the rule of Han Fuju as its object of study. The paper consists of four parts. The first part inspects the background and motivation of the implementation of social education under the rule of Han, which includes the National Government’s paying attention to, educators’promotion, the influence of the atmosphere of warlords developing education, and Han’s objective to strengthen Shandong and appease the people. The second part discusses the condition of implementation of social education in Shandong from aspects of education subjects, education content, social education activities and social educational security, dwelling on the condition of implementation of social education in Shandong and trying to find out the real condition of education then in Shandong. The third part investigates the representative social educational activities under the rule of Han from aspects of promoting the traditional virtue of the Chinese nation,the New Life Movement(1934-1949), and Shandong rural construction movement,etc. The last part generally evaluates the social education implemented by Han and sums up lessons learned in order to provide reference for the development of contemporary social education.