The Historicar Process And Enlightenment Of Marx’s Educational Thought Sinicizing

In the critique of bourgeois education, Marx utilizes historical materialism to study education, positively and scientifically interprets the basic issues of education, gradually forms and develops a series of scientific theories and views on education, which includes education realizes human’s overall and free development, and education should combine with productive labor, etc, and then establishes Marx’s educational thought. The propagation process of Marx’s educational thought in China can be divided into several phases as introduction, spreading, development and occupying the leading position. And since its beginning of introduction to China, Marx’s educational thought has established abundant theoretical achievements from its simple application to early phase of Marxist Chinization, and further to the constant merging and extending of contemporary Chinese educational thought in different time by representatives of central collective leadership as Mao Zedong, Deng Xiaoping, Jiang Zemin, Hu Jintao and Xi Jinping. And now, various issues has emerged in Chinese education. It is of great significance for promoting the development of education in our country that we research and explore the progress of Marxist Chinization in order to seek a developing path for education with Chinese characteristics.The paper consists of five parts: Part One, Introduction. Analyzes the background and meaning of this chosen topic, also analyzes the research methods and innovation based on the domestic and overseas research of Marxist Chinization. Part Two, summary of Marx’s educational thought. Interprets the establishment, basic components and essential features of Marx’s educational thought. Part Three, early phase of Marx’s educational thought Chinization. It emphasizes on the modern embodiment and contribution to Marx’s educational thought Chinization by analyzing the educational thought of early Marxists like stages of “saving the nation by education”, “development of education in revolution” and “selecting educational path in Chinese revolution”; and Mao Zedong’s “education serves the proletariat politics”, “promoting people’s overall development as a goal”, ”insisting on the combination between education and productive labor”, “insisting on the combination between education and realtiy”, “popularization of public education”, “respecting teachers and valuing education and intellectuals”. Part Four, development and innovation of Marx’s educational thought in contemporary China. Through the understanding Marx’s educational thought of Deng Xiaoping, Jiang Zemin, Hu Jintao and Xi Jinping in different time of China, it emphasizes on historical analysis, verifying and highlighting both its inheritance and the combination of generations of leaders’ educational thoughts and specific issues in Chinese contemporary society to present its time feature and theoretical characteristics, and its tremendous contribution to Marx’s educational thought Chinization. Part Five, expounds the enlightenment of Marx’s educational thought Chinization. It expounds the enlightenment of Marx’s educational thought Chinization from four factors, which are important position of education, guidance of the education policy, educational reform and educational principles.