Chinese universities’ experience of social education, 1912–1949
Datos Bibliográficos
| ID | 22235802 |
|---|---|
| Autores | Xiaoxuan Wang (0000-0003-2543-7850, South China Normal University, autor de correspondencia), Jinrong Liu (0000-0002-9777-9510, South China Normal University) |
| Año | 2022 |
| Volumen | 9 |
| Número | 1 |
| Fecha de publicación | 2022-10-03 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Humanities and Social Sciences Communications (JOURNAL) |
| Identificadores de la revista | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-022-01366-3 |
| OpenAlex | W4300716523 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 11 |
During the Republican era, when China faced internal and external difficulties and was impoverished, social education was considered crucial to revive and strengthen the country. After social education was introduced to China from the West, many universities participated in social education and became the main promoters and implementers of social education, giving it localized characteristics. Thus far, there remains a void in the social education of Chinese universities in the English-speaking world. The present study explores the historical motivations for universities in the Republic of China (ROC) to join the wave of social education development from 1912 to 1949. Herein, Yenching University, Jiangsu Provincial College of Education, National Sun Yat-Sen University, and National North-West United University were selected for case studies to demonstrate the methods and achievements of social work, literacy, political, and life education through the establishment of rural experimental areas. The “university experimental area” model of education created by universities differs from other models and reflects a close relationship between the university and the state and society. This model makes up for the shortage of foreignization, aristocracy, and urbanization of school education within the specific time and space. Moreover, the model enriches the connotation of “ education throughout society”. In addition, the social education experiences of universities in ROC provide a valuable solution for exploring rural education, rural renewal, social construction, and national governance. Furthermore, it is one of the historical preludes of China’s rural revitalization strategy in the new era as well as a practical reference for countries in the world with similar problems
China · Connotation · Economic growth · Higher education · Political science · Politics · Social change · Sociology · Global Education and Multiculturalism · Ideological and Political Education · Reflective Practices in Education
| Citas por año | 1,33 |
|---|---|
| Intervalo de citas | 2023 - 2025 (3) |
| Altamente citado | No |