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Modern realms of traditional

Author: YueLong
Tutor: DingGang
School: East China Normal University
Course: Education
Keywords: Educational tradition Education modernity The Chinese educational Western education Wisdom of Life Scientific spirit National education Spiritual Value Orientation Ideal Personality Modern Education in China
CLC: G529
Type: PhD thesis
Year: 2001
Downloads: 1003
Quote: 3
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Abstract


The modernity of education was originated from the ideal of individual life liberation which was commonly regarded as the purpose of modern culture practice.In the West,educational modernity could be seen in terms of those four aspacts,such as the principle of time,the direction of humanism,the concept of life and the spirit of subjectivity. However,since Chinese traditional education as the basic expression of the nationality’s wisdom never stopped its influence over the transition of Chinese modern education through shaping its value system in a different way.Comparing with western educational modernity which aims at realizing individualism,Chinese educational tradition focusing its attention on social purpose in a practical way. However,due to the strong influence from western educational modernity,this tradition had been gradually sanking into crisis by the way of being proved to impose great depression on individual development .To overcome this crisis,Chinese education had tried its best to find the way of entering modernity. The New Culture Movement introduced modern idea to the area of Chinese education,but because of the huge burden of political and economical re-construction,Chinese education circles in the twenties and thirties of the twentieth century hardly took the modernity issues into deep consideration,rather than regarding science dimension of western educational culture as the whole modernity,which afterwards caused sharp idealogical conflict against Chinese educational tradition.Despite of the strong trend of scientific reform,the education tradition still could perform out its important role during the cause of Chinese modern education transform in terms of both thought and practice . The former aspect could be seen from what Cai yuanpei’s understanding of traditional education value system,while the latter aspect was presented by Liang shuming’s experiment of melting traditional moral principles into his educational practice. On the whole,the role of tradition was commonly displayed by the dissimilation of science dimension which reached its peak when the debate between science and life broke out. After the debate,however,itbecame to realize that neither tradition nor science as modernity were perfect,so that the previous thinking model of differentiation was gradually broken to absorb the advantages each other.Since both tradition and modernity were paying much attention on the life and development of individuals,their effects to each other had been showing as early as when ideal personality was desighed out,and mundanization movement of education was set off. whatever Chen duxiu’s "independent personality",Cai yuanpei’s "integrate personality",or Hushi’s "integrate individualism",those modern idea were all appearently making the tradition as their inner supports. This kind of double characters thus made the ideal personalities lose their deep roots and firm ambition,and social inspire as well. Moreover,those efforts of drawing rigidly lessons from western education without taking Chinese content into consideration also caused gap away from Chinese historical context and practical needs,which eventually pushed the education transform on to the road of socialization,however,in the west,the education socialization was originated from the spirit of science,but in China,it was coming out from Chinese tradition,’this contradiction made Chinese lose the culture significance inside the science spirits,which was presented by the facts that lots of people afterwards went back to Chinese traditional value system .From the above,we can see that the exploration of Chinese education modernity could hardly escape from the influence of its tradition. However,this fact we point out here is not servicing in terms of explaining that Chinese education modernity can be realized in the way of holding on tradition. Meanwhile,although western education modernity has its own historical advantages,this fact doesn’t mean that the realization of Chinese education modernity can be conducted through

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