Japanese Education Aggression against China: Research and Critique on Japanese Education during the Invasion of China

Author: Qi Hongshen
Publisher:
Publish Date: 2005-06-01
Features: The series attempts to analyze and reflect on the Japanese invasion of China from a deep cultural perspective, combining historical research with theoretical analysis to study the various "cultural wars" implemented by Japanese right-wing scholars and cultural figures in collaboration with the Japanese invasion forces in China: ideological propaganda wars, academic intelligence wars, education wars, news and public opinion wars, language and cultural wars, religious and cultural wars, literary and artistic wars, etc. The series reveals through a wealth of hand materials the cultural aggression that preceded and served military and economic aggression, which was actually Japan's "second battlefield" in China. The purpose was to promote the "Imperial State concept" and undermine the national consciousness and ethnic identity of the Chinese nation. Their efforts in various cultural fields, as well as some specific practices in their arguments, planning, organization, and implementation, not only shocked people but also left much to reflect upon. To achieve long-term occupation of China, the Japanese invaders, on one hand, attempted to conquer and the soul of the Chinese nation through bloody massacres and brutal military force, and on the other hand, they adopted the strategy of winning hearts and minds, using various educational means to completely undermine the national consciousness and ethnic identity of the Chinese nation while gradually cultivating the "Imperial State concept" of the Japanese nation. This book exposes the sinister motives behind Japanese education in China. Its main content includes: from the late Qing Dynasty and early Republic of China, when Japan began to infiltrate Chinese education by sending Japanese instructors to China to seize educational power, to later periods of educational aggression in areas such as Taiwan, Dalian, the "South Manchurian" railway line, Qingdao, and the occupied regions of Northeast China, "Mongolian North China," "East China," "South China," and "Central China." This involved formulating "assimilationist" policies, implementing "imperial citizen" measures, establishing schools to spread Japanese culture, supporting and manipulating education institutions, forming education organizations and groups, promoting the Japanese language, and instilling ideas of ethnic division and pro-Japanese sentiment.