History of Chinese Educational Thought, Volume 6

Author: Tian Zhengping, Editor-in-Chief
Publisher:
Publishing Date: 1996-09-01
Features: In this volume, the editors examine the development trajectories and impacts of ten important educational trends between 1912 and 1927. What we attempt to depict and grasp is an era with a unique position and influence in the history of modern Chinese educational thought. As Cai Yuanpei put it, it was an era of "a flood and a fierce beast competing." Cai Yuanpei said. I think using a flood to compare the new trends is quite similar. It came with great force, breaking through old habits, and caused pain for some people. It was as if the water source was too strong, and the old river channels could not accommodate it, leading to flooding the banks and sweeping away fields and houses. As for the fierce beast, it perfectly described the warlords. Cai Yuanpei's remarks were published on April 1, 1920, less than a year after the vibrant "May Fourth" Movement. During those feudal warlord days of "killing people with beasts," Cai Yuanpei had a far-sighted vision and fully affirmed and highly evaluated the "new trends" rushing in like a flood. In a certain sense, the aforementioned educational trends that had a significant impact on Chinese education over the next 15 years can all be seen as the "new trends" that Cai Yuanpei enthusiastically praised. Though originating from different sources, they all converged into one, with a fierce momentum, churning and scouring the "old river channels" of feudal education, roaring like a flood over the banks, and striving to cleanse the mire and filth of feudal education. The modernization of education cannot be separated from the modernization of educational concepts. Since modern times, countless dedicated individuals in the educational and intellectual circles have sought tirelessly, both above and below, in search of the correct direction to reform Chinese education, while deeply experiencing the pain, hardship, and importance of conceptual transformation. After the efforts of several generations, they finally raised the banners of democratization and scientification high during the May Fourth New Culture Movement, accurately and vividly summarizing the essence of the modernization of educational concepts. We emphasize the position and influence of this period in the history of modern Chinese educational thought precisely to highlight this leap in understanding. Looking at the main educational trends of this period, what they pursued and championed was also the spirit of democracy and science. It must be admitted that in a semi-feudal and semi-colonial country, truly achieving democratization and scientification in education, whether in terms of a complete conceptual transformation or universal recognition in practice, was impossible. After the grand educational reform wave of the 1920s, people began to re-evaluate and summarize the movement that had just subsided from the early 1930s onwards with a critical eye. However, regardless of how harsh the criticism and blame were regarding the specific measures, methods, and models of the reform, there was always one fundamental aspect that remained unquestioned: the direction of democratization and scientification in education, which was pioneered by the New Culture Movement and the May Fourth Movement. After the 1930s, some progressive educational trends, such as rural education, life education, and independent education, were, in general, continuations and extensions of this direction. Mao Zedong, who had embraced Marxism after being influenced by the May Fourth New Culture Movement, creatively proposed the cultural and educational policy of "New Democracy" in the long-term practice of leading the Chinese people in the democratic revolution: "This new democratic culture is national"; "This new democratic culture is scientific"; "This new democratic culture is popular, and thus democratic." This policy was a continuation, development, and promotion of the spirit of the New Culture Movement and the May Fourth Movement. Now, it is clear that truly achieving democratization and scientification in education is a long-term historical task. Today, we depict and recreate the thought trajectories of our predecessors to draw useful lessons from them. Eighty years ago, educational reform trends, vocational education, compulsory education, science education, aesthetic education, and so on, were loudly proclaimed and were so fresh, appealing, and awe-inspiring when read today. The times have changed, and the immense role of education in social development and the progress of human civilization is increasingly becoming a consensus in society. The times have advanced, and the democratization and scientification of education should have a deeper and broader meaning.