개인구독
소속 기관이 없으신 경우, 개인 정기구독을 하시면 저렴하게
논문을 무제한 열람 이용할 수 있어요.
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2020.12
- 수록면
- 89 - 109 (21page)
- DOI
- 10.29323/mchina.2020.12.88.89
이용수
초록· 키워드
오류제보하기
This paper analyzes how the “Sinicization of Education” was implemented in the classroom to more fully understand unfolding discussions about this issue within the educational field. Thus, I have focused on the theory of higher education, or the theory of national revival education, formulated by Ou Yuan-Huai, vice principal of Daxia (大夏) University, which is recognized as one of the “four major private universities in Shanghai.” With an education degree from Columbia University, he was an educator belonging to the so-called “Dewey School.”
First, Ou Yuan-Huai was critical of the policy of Party Education(黨化敎育) and practical teaching of the Nationalist Government. He argued that, contrary to claims of the government, there was not an excess of students in the liberal arts and law and that they did not have a disadvantage when finding a job. He stressed that Party Education and practical teaching could not achieve the purposes of college education, such as seeking the truth, academic research, and fostering future talent. His view of higher education was similar to that of the liberal educators collected in the magazine Independence Review(獨立評論).
Second, he was critical of the so-called New School System based on the American model. He claimed that college education had been commercialized because of the New School System and the credit system in particular. He was in favor of the government’s education policy to change the credit system to an academic year system. However, he emphasized that students’ proactivity and creativity had to be secured even if the new system was implemented.
Third, the National Revival Education(民族復興敎育) he proposed consisted of personality education, production education, and physical and military education. He insisted on rediscovering the values of traditional Chinese culture in personality education and actively using them, and on employing John Dewey’s educational theories for production education.
Ou Yuan-Huai’s theory of higher education shows how complicated discussions on the “Sinicization of Education” were. In discussions on the “Sinicization of Education,” criticisms and use of John Dewey’s educational theories, criticisms, and responses to the government’s education policies, and the use and criticisms of traditional cultural resources, are intricately intertwined.
First, Ou Yuan-Huai was critical of the policy of Party Education(黨化敎育) and practical teaching of the Nationalist Government. He argued that, contrary to claims of the government, there was not an excess of students in the liberal arts and law and that they did not have a disadvantage when finding a job. He stressed that Party Education and practical teaching could not achieve the purposes of college education, such as seeking the truth, academic research, and fostering future talent. His view of higher education was similar to that of the liberal educators collected in the magazine Independence Review(獨立評論).
Second, he was critical of the so-called New School System based on the American model. He claimed that college education had been commercialized because of the New School System and the credit system in particular. He was in favor of the government’s education policy to change the credit system to an academic year system. However, he emphasized that students’ proactivity and creativity had to be secured even if the new system was implemented.
Third, the National Revival Education(民族復興敎育) he proposed consisted of personality education, production education, and physical and military education. He insisted on rediscovering the values of traditional Chinese culture in personality education and actively using them, and on employing John Dewey’s educational theories for production education.
Ou Yuan-Huai’s theory of higher education shows how complicated discussions on the “Sinicization of Education” were. In discussions on the “Sinicization of Education,” criticisms and use of John Dewey’s educational theories, criticisms, and responses to the government’s education policies, and the use and criticisms of traditional cultural resources, are intricately intertwined.
목차
Ⅰ. 머리말
Ⅱ. 抑文重實 방침과 新學制에 대한 비판
Ⅲ. 民族復興敎育과 敎育의 中國化
Ⅳ. 맺음말
참고문헌
Abstract
참고문헌 (18)
참고문헌 신청
함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
듀이 자유주의의 공동체주의 도덕교육적 함의
윤리연구
2018 .01
-
An Analysis of Discussions on “Korea is the Second Ireland” : Focused on John Dewey
THE REVIEW OF KOREAN STUDIES
2015 .12
-
대학 인성교육 프로그램과 가치공동체 복원
동아인문학
2020 .03
-
대학 인성교육의 방향 설정과 활성화를 위한 시론 ― S대학 인성 교과목 개설을 중심으로
대동철학
2015 .01
-
안원(顔元) 『사존편(四存編)』의 교육적 의미 —「존학편(存學編)」과 「존성편(存性編)」을 중심으로—
동방문화와 사상
2021 .12
-
Understanding the Philosophy of Education of Ellen G. White and John Dewey through a Linguistic Lens
신학과 학문
2021 .12
-
Religious Education as a Personality Education
철학∙사상∙문화
2019 .01
-
참여자 중심 인성교육을 위한 기초연구 -대화식 수업 사례분석을 중심으로-
생명연구
2022 .02
-
삶의 철학을 위한 철학상담과 인성교육 ― 청소년 인성교육 프로그램의 기초원리와 실천 ―
인간연구
2020 .01
-
신유학의 아동교육(1) : 주자와 왕양명을 중심으로
양명학
2015 .08
-
A Comparative Study on the Quest for Individuality in Confucianism and Dewey
Journal of Confucian Philosophy and Culture
2015 .08
-
듀이의 미학적 관점에서 본 중국 회화
인문학연구
2022 .12
-
니체와 대학 교육의 목적
대동철학
2017 .06
-
교양과목을 통한 기독교대학 인성교육의 전략적 운영 방안 탐색
기독교교육 논총
2017 .01
-
How History Created its own Dramas: A Study of John Dewey’s Experiences in his 1919 Visits in Japan and China
Journal of Northeast Asian History
2016 .12
-
한문교육에서의 인성교육－방향 설정과 교육 방안을 중심으로 -
漢文敎育論集
2017 .01
-
듀이와 예술철학의 자연주의적 전환 ?잃어버린 미적 경험을 찾아서?
철학
2020 .02
-
‘한문과 인성’ 교수학습 방법 및 평가 사례
漢文敎育論集
2016 .01
-
The Importance of Emotional Education in the Era of the 4th Industrial Revolution: Focusing on Plato’s Tripartite Soul
인공지능인문학연구
2021 .12
-
듀이 경험과 습관 개념의 연관성 함의
윤리연구
2020 .01
이 논문의 저자 정보
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2021-912-001427037