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CHANGE AND CONTINUITY IN CHINESE EDUCATIONAL THEORY: A STUDY OF THE PERSISTANCE OF CONFUCIAN EDUCATIONAL IDEAS IN THE THOUGHT OF CHINESE REPUBLICAN AND MAOIST EDUCATORS.

机译:中国教育理论的变化与连续性:对中华民国和毛泽东思想家思想中儒家教育思想的持久性的研究。

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摘要

Problem. This study investigates the extent to which traditional Confucian values continued into the Maoist period of the People's Republic of China. Since historians of China have consistently stated or implied that Confucianism is dead in modern China, it is important to question to what extent this is in fact true in regard to educational ideas. The following questions have guided the research. (1) What were the traditional Chinese educational values in Confucian China? (2) What methods were used to teach these values in Confucian China? (3) What educational values make up present educational thought? (4) What traditional Chinese values persist in modern Chinese educational thought.;Findings and Conclusions. Maoist China rejected the Confucian respect for an aristocratic hierarchy and the maintainance of an educated elite class. Maoists also rejected what they perceived as a Confucian disdain for manual labor. Maoists also saw Confucius as one who strived in his teaching to maintain the status quo.;However, in the attempt to implement his ideas, Mao Tse-tung frequently employed Confucian educational methods. Also, although the goals of the Confucians and Maoists were vastly different, the traditional Confucian effort to combine moral and ethical principles with politics persisted into the Maoist period.;Method. This study is divided into three periods: Confucian, Republican and Communist. Traditional values were selected from classical Chinese literature. These values were defined and explained. These values were traced through the Republican period showing how these values were modified in order to be compatible with modern situations. Finally, there was a careful examination and analysis of what was written by prominent leaders and educators in the People's Republic. This analysis is to ascertain whether there are relationships between Confucian and Chinese Communist educational values.
机译:问题。这项研究调查了传统儒家价值观在多大程度上延续到了中国的毛泽东时代。由于中国的历史学家一直在说或暗示儒家思想在现代中国已经消亡,因此重要的是要质疑教育思想在何种程度上实际上是正确的。以下问题指导了研究。 (1)儒家中国传统的教育价值观是什么? (2)在儒家中国,用什么方法来传授这些价值观? (3)什么教育价值观构成了当前的教育思想? (4)中国传统价值观在现代中国教育思想中仍然存在。;发现与结论。毛泽东时代的中国拒绝接受儒家对贵族等级制度的尊重和对受过良好教育的精英阶层的维护。毛主义者也拒绝了他们认为是儒家对体力劳动的蔑视。毛主义者也把孔子视为努力保持现状的人。但是,为了贯彻自己的思想,毛泽东经常采用儒家的教育方法。同样,尽管儒家和毛主义者的目标大相径庭,但传统的儒家将道德和伦理原则与政治相结合的努力仍持续到毛主义时期。这项研究分为三个时期:儒家,共和党和共产主义。传统价值选自中国古典文学。定义并解释了这些值。这些价值追溯到共和时期,显示了如何修改这些价值以便与现代情况兼容。最后,对中华人民共和国著名领导人和教育家的著作进行了仔细的检查和分析。该分析旨在确定儒家和中国共产党的教育价值观之间是否存在关系。

著录项

  • 作者

    CLARK, JAMES.;

  • 作者单位

    Rutgers The State University of New Jersey - New Brunswick.;

  • 授予单位 Rutgers The State University of New Jersey - New Brunswick.;
  • 学科 Education History of.
  • 学位 Educat.D.
  • 年度 1986
  • 页码 177 p.
  • 总页数 177
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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