History of Modern Education in Shanghai: 1843-1949

Author: Chen Kemei
Publisher:
Publishing Time: Not available
Features: Shanghai served as a base and window for the dissemination of Western educational theories and systems, embodying a microcosm of the modernization of Chinese education. Guided by historical materialism and dialectical materialism, this book systematically and authentically compiles and discusses the century-long history of Shanghai's education development from its opening as a port in 1843 to its liberation in 1949. It comprehensively presents the historical facts of primary, secondary, and higher education, schools, educational institutions, and organizations in Shanghai during the Self-Strengthening Movement, the Reform Movement, the Late Qing "New Policies," the Xinhai Revolution, the May Fourth Movement and the Great Revolution, the War of Resistance against Japanese Aggression and the War of Liberation, as well as the development of concessions education and church education in Shanghai. It explores the role and status of modern education in Shanghai within the historical process of modernizing Chinese education and examines the educational thoughts and insights of educators, renowned scholars, and social figures from various historical periods. At the end of the book, there are three appendices: a chronology of major events in modern Shanghai education, a comparative table of old and new school names in Shanghai, and references. The compilation of this manuscript has spanned nearly 40 years from conception to the accumulation of materials, demonstrating substantial historical research. This book is an academic work on the history of modern education development in Shanghai. During the compilation process, we paid attention to the following points: First, adhere to dialectical materialism and historical materialism as guiding principles, examining modern Shanghai education within the historical context of its domestic and international political, economic, and cultural conditions, analyzing its internal connections, and revealing its objective laws. Second, uphold the scientific spirit of seeking truth from facts and adopt a dialectical and objective analytical approach. Third, adhere to the historical perspective of using the past for the present. Fourth, focus on Shanghai's local characteristics, emphasizing important individuals and events in the development of modern education that reflect these characteristics. In terms of structure, the book is primarily organized by historical stages, with additional chapters dedicated to Shanghai's concessions education and church education. In content, it balances theory and practice, though each chapter has its own specific focus. All these aspects reflect the actual development of modern education in Shanghai and embody its local characteristics.