Was educational reform in China's New Policies "genuine reform"? The critical role of political ideology (1901–1904).
The nature of the New Policies in China (1901–1911) has been hotly debated for decades. While scholars doubt the sincerity of the Qing government in their pursuit of constitutional reform, there is a general agreement on the high quality of their educational reform. Some even consider their educatio...
| Publicado en: | Paedagogica Historica Vol. 57; no. 3; pp. 314 - 332 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=151348212&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 151348212 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00309230 J54 jtl: Paedagogica Historica issn: 00309230 maglogo: N pubinfo: dt: Jun2021 vid: 57 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 151348212 10.1080/00309230.2020.1864426 ppf: 314 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 376KB tig: atl: Was educational reform in China's New Policies "genuine reform"? The critical role of political ideology (1901–1904). aug: au: Zhou, Ying affil: Department of Education, University of Groningen, Groningen, The Netherlands su: Qing dynasty, China, 1644-1912 Educational change Political doctrines Confucianism Twentieth century Chinese politics & government, 1644-1912 Education policy sug: subj: Qing dynasty, China, 1644-1912 Educational change Political doctrines Confucianism Twentieth century Chinese politics & government, 1644-1912 Education policy keyword: Educational reform political ideology the New Policies the Reform Movement of 1898 ab: The nature of the New Policies in China (1901–1911) has been hotly debated for decades. While scholars doubt the sincerity of the Qing government in their pursuit of constitutional reform, there is a general agreement on the high quality of their educational reform. Some even consider their educational innovations as "genuine reform" but condemn the political reform as "pseudo reform". How could educational reform be independent of political influence? To understand the institutional change in education in the final decade of imperial China, this article analyses the relationship between educational reform and political ideology in the New Policies before 1905 by comparing the 1902 and 1904 Decrees on education. It will be shown that the 1902 Decrees deemphasised the imperial orthodoxy, and they were therefore unacceptable for the ruling circle and did not work out. The 1904 Decrees, on the contrary, succeeded because of their accordance with the dominant political ideology. The "genuineness" of the educational reform in the New Policies seem not to be an indicator of the central government's determination to pursue fundamental reform before 1905. Rather, to a large extent, this determination was manifested in the substantial achievement of educational reform at the local level during 1906 to 1911. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paedagogica Historica holder: Taylor & Francis Ltd dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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