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Paul Monroe and the Chinese Education During 1920s-1930s in the 20～(th) Century

Author: ZhengLinBian
Tutor: DengMingYan
School: East China Normal University
Course: History of Education
Keywords: Paul · Monroe idea of China education
CLC: G529
Type: Master's thesis
Year: 2005
Downloads: 191
Quote: 1
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Abstract


P.Monroe(1869-1947) is honored one of the genius in the first half of the 20th century in American education. He has devoted all his heart to education and taken a great part in the history of education, comparative education, and educational administration, etc. He is regarded as the "light of communication" in the field of international communication.In all his career life, Monroe has paid a lot of attention to China, its education and culture. He came to China to investigate education, give lectures and engage in cultural exchange more than ten times during 1920s-1940s in the 20th century, making great contributions to Sino-Us cultural and educational exchange.On the basis of systematical investigation of Monroe’s literature and correlative materials, the paper has a relatively deep analysis and exploration on Monroe’s idea of China, his contribution and influence in the educational development of China in modern times, trying hard to make the history emerge. The thesis includes four parts.The first part introduces Monroe’s lifetime and his educational activities, especially his connection with Colombia Normal University for more than forty years. As an educator, it was Colombia Normal University where he grown up and provided him the arena to study China and its education.The second part interprets what China looks like in Monroe’s eyes and his ideas about it, which drive his interesting to engage in Sino-Us culture exchange and to investigate and instruct education in China.The third part tries to display and elaborate concretely the motivation, schema and activities of Monroe’s investigation in China of 1921, and tries to analysis his contribution to the Educational System in 1922, his concrete guidance and abidance to the reform of Chinese primary and middle schools during 1920s-1930s in the 20th century, and his opinion and suggestion in Chinese future educational tendency.The fourth part probes the relationship between Monroe and the China Foundation for the Promotion of Education and Culture as well as China Institute in America, and displays his umpty instructs in China after 1921, affirming Monroe’s profound influence in Chinese education.

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