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Education and Society in Republican China.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Education and Society in Republican China./
作者:	Curran, Thomas Daniel.
面頁冊數:	1 online resource (457 pages)
附註:	Source: Dissertations Abstracts International, Volume: 47-07, Section: A.
Contained By:	Dissertations Abstracts International47-07A.
標題:	Asian history. -
電子資源:	click for full text (PQDT)
ISBN:	9798206106046

Education and Society in Republican China.
Curran, Thomas Daniel.

Education and Society in Republican China. - 1 online resource (457 pages)

Source: Dissertations Abstracts International, Volume: 47-07, Section: A.

Thesis (Ph.D.)--Columbia University, 1986.

Includes bibliographical references

This study examines the history of modern education in Republican China and analyses its interaction with China's traditional educational heritage. The Chinese government in the first decade of the 20th century introduced a new educational system inspired largely by foreign models. The new system had, however, to compete with a strong indigenous educational tradition which was intimately associated with specific features of Chinese social structure. Competition with this traditional system acted to frustrate the reform effort. At the local level the new schools met resistance on the part of both those who had a stake in the survival of traditional schools and those for whom traditional models remained an inexpensive and practical alternative. Meanwhile, at the level of the elite the educational expectations of those who sought modern schooling obstructed efforts to re-orient the schools toward vocational objectives. The school system that evolved was a hybrid institution in which traditional school organization remained the dominant feature of rural education while the modern schools were concentrated in China's cities and dominated by the rich. While the modern schools tended to serve primarily the interests of China's urban elite, they did not, however, lead automatically to official position and high status. In fact, soon after the introducton of the new school system it became apparent that the schools were producing many graduates who were failing to find suitable employment. By the 1930's the problem of underemployment among school graduates had reached serious proportions. Ultimately the educational reforms were a failure. They led to the destruction of a system which had helped to mitigate social tensions and they introduced a new set of institutions which not only failed to produce the skilled manpower that the reformers sought but also failed to provide the channel for upward mobility that elite aspirants wanted.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798206106046Subjects--Topical Terms:

810327
Asian history.
Index Terms--Genre/Form:

554714
Electronic books.

Education and Society in Republican China.
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245 1 0 $a Education and Society in Republican China.
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500 $a Source: Dissertations Abstracts International, Volume: 47-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--Columbia University, 1986.
504 $a Includes bibliographical references
520 $a This study examines the history of modern education in Republican China and analyses its interaction with China's traditional educational heritage. The Chinese government in the first decade of the 20th century introduced a new educational system inspired largely by foreign models. The new system had, however, to compete with a strong indigenous educational tradition which was intimately associated with specific features of Chinese social structure. Competition with this traditional system acted to frustrate the reform effort. At the local level the new schools met resistance on the part of both those who had a stake in the survival of traditional schools and those for whom traditional models remained an inexpensive and practical alternative. Meanwhile, at the level of the elite the educational expectations of those who sought modern schooling obstructed efforts to re-orient the schools toward vocational objectives. The school system that evolved was a hybrid institution in which traditional school organization remained the dominant feature of rural education while the modern schools were concentrated in China's cities and dominated by the rich. While the modern schools tended to serve primarily the interests of China's urban elite, they did not, however, lead automatically to official position and high status. In fact, soon after the introducton of the new school system it became apparent that the schools were producing many graduates who were failing to find suitable employment. By the 1930's the problem of underemployment among school graduates had reached serious proportions. Ultimately the educational reforms were a failure. They led to the destruction of a system which had helped to mitigate social tensions and they introduced a new set of institutions which not only failed to produce the skilled manpower that the reformers sought but also failed to provide the channel for upward mobility that elite aspirants wanted.
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