【作者】 张颖夫；

【导师】 廖其发；

【作者基本信息】 西南大学 ， 教育学， 2009， 博士

【摘要】 本文试图从当代中国社会转型期的视角,就晏阳初“平民教育”理论与实践进行历史的梳理和研究,细致探讨晏阳初“平民教育”理论与实践对当代中国社会转型期的教育、社会以及新农村建设的价值和现实意义,以期在宏观与微观方面促进学术界对于晏阳初“平民教育”理论与实践的全新审视与深入研究,并且希望引起政府对它的关注。本研究分为五个部分:第一部分是绪论,主要阐述本文的研究对象、研究的主要内容或要解决的主要问题、研究目的、研究意义、研究的思路和方法及创新之处。第二部分主要探讨晏阳初“平民教育”思想产生的历史背景与缘起。从国际背景来看,第一次世界大战、欧洲新教育运动和美国进步主义教育运动对中国爱国知识分子选择救国道路都产生了深远的影响:从国内背景来看,新学教育使乡村精英向城市迁移,造成了乡村人才“真空”,造成乡村管理和资金的空心化,特别是新教育思想的传播,国内开始新村实验,乡村教育思想开始在国内形成一股潮流,晏阳初“平民教育”思想在这种国际国内背景下逐渐形成。而促使晏阳初从事“平民教育”的直接动力来自于“三C”的影响:孔子(Confucius)的民本思想,基督(Christ)的博爱、进取、奉献精神和对苦力(Coolers)疾苦的关心。第三部分主要是阐释晏阳初“平民教育”实践的历史过程。包括五个阶段:第一阶段(1920-1926):以扫盲为中心的识字教育;第二阶段(1926-1937):以乡村教育为经,建设为纬的河北定县实验;第三阶段(1937-1940):以抗战教育为核心的县政、省政改革:第四阶段(1940-1949):以创办中国乡村建设学院,培养乡村建设人才为中心的大学教育改造;第五阶段(1950-1990):以创建国际乡村改造学院,培养国际乡村改造人才为中心的国际乡村改造。随后对晏阳初“平民教育”在国内国外的影响做了比较深入细致的研究。第四部分主要是论述晏阳初“平民教育”的理论。对于晏阳初“平民教育”的理论,直到现在学术界还没有从哲学、教育学、伦理学的理论高度进行系统的研究,本文从教育主体论、教育价值论、教育目的论、教育公平论、教师道德论、课程教学论六个方面对晏阳初“平民教育”理论进行了较为系统的理论探讨。在当代中国社会转型期,本文就晏阳初“平民教育”理论对中国教育、社会和新农村建设的现实意义进行了比较全面的论述。第五部分主要是继续深入考察晏阳初“平民教育”的当代价值。在全球金融危机,世界格局转变,中国经过30年的改革开放,社会转型的大背景下,选取了和当代中国社会转型期密切相关的四个问题:信仰、知识分子、公民社会、“三农”问题,以晏阳初“平民教育”理论和实践为依据,进行深入地分析与论述。具体有以下四个方面:晏阳初信仰的当代价值、晏阳初做为一个纯粹知识分子的当代价值、晏阳初通过公民教育建立公民社会的当代价值、晏阳初大教育观对解决“三农”问题的当代价值。晏阳初矢志于平民教育70年,深入乡村,调查研究,扎根乡土开展长期而又扎实的实验,力图解决农村教育发展等问题;以学术的立场,以全人类的眼光,不抱任何成见,认识到贫困才是全人类真正共同的敌人,只有解决贫困,世界才有真正的和谐与和平。其“平民教育”理论不法古、不崇洋,是中国人自己独创的教育理论,是东西方文化融合的结果,在中国教育史上和世界教育史上的突出地位及其杰出贡献,使其以一种特有的文化传播方式和实践方式,遍及世界42个国家和地区,在世界上掀起国际乡村改造运动的潮流,直到今天还深深地影响着许多发展中国家和地区。在当代中国社会转型期,既要放眼世界,又要立足本土,解决中国的教育问题、社会问题应从本土寻找智慧。晏阳初“平民教育”是一种真正生成于本土的理论,又是一种真正能走向世界的理论,今天仍然是世界学术界解决农村教育与社会问题第一流的理论,对解决当代中国教育问题具有较大的现实意义。更多还原

【Abstract】 This dissertation tries to study the history of theory and practice of Yan Yangchu’ Mass Education from the viewpoint of society-transforming period in contemporary China, its value and practical meaning to education, society and the construction of new countryside in contemporary China are also discussed in great detail, hoping to facilitate the brand-new investigation and deeper research on the theory and practice of Yan Yangchu’ Mass Education in the relevant field at both micro and macro levels, and thus drawing the government’s attention.The dissertation consists of five parts:Part One is the introduction, mainly deals with the objectives, main contents and problems to be solved, and the purpose, significance, methods, breakthroughs of the study and so on as well.Part Two discusses the historical backgrounds and origins of the present study. Internationally speaking, The World War 1, the New Education Movement in Europe and Progressivism Education Movement in America influenced the patriotic intellectuals greatly and led them to the roads of saving country; At home, new education made village elites move from villages to cities, resulting in the phenomenon of "talents vacuum" in villages, which inevitably led to the scarcity of village management and capitals; What’s more, with the spreading of the new thoughts of education, new village experiment started in China, thoughts of village education began to spread and prosper. So to speak, all these contributed to the formation of Yan’ Mass Education doctrine. However, Yan’s mass education doctrine was directly influenced by the "three Cs", namely, Confucius, Christ and Coolers. Part Three probes the historical course of Yan’s Mass Education in practice. It is divided into five stages: The first stage, from 1920 to 1926, is mainly based on illiteracy-elimination. The second stage, from 1926 to 1937, is a stage of experiments in Ding County, the main task is to lead economic construction through education. The third stage is called a reform phase at the governmental levels of county and province lasting from 1937 to 1940, with a major task being arousing the citizens to participate in the War of Resistance. The fourth stage, from 1940 to 1949, is the reform phase of college education; college of village construction is set up, the main task is to train village construction talents. The last stage is called international village reform phase lasting form 1950 to 1990, through the reconstruction of international village college, the main task is to train international village construction talents. In the later part, the influences of Yan’ Mass Education both internationally and domestically are discussed in great details.Part Four discusses the theory of Yan’ Mass Education. It is not until now that a systematic study on the theory of Yan’ Mass Education is made from the perspective of philosophy, education, and ethics. The dissertation makes a systematic theoretical discussion on Yan’s theory from the viewpoint of educational ontology, educational axiology, educational teleology, educational fair logy, teachers’ morality, curriculum and pedagogy. In this transferring period in contemporary China, the realistic significance of the theory of Yan’ Mass Education on education, society and new village construction is probed as well.Part Five summarizes the realistic value of Yan’ Mass Education. With the global financial crisis, world political structure is reshuffling; Meantime, China’s society is undergoing a transform after 30 years’ reform and opening-up. Under this circumstances, the author of this dissertation chooses four problems that are closely related with the situation of contemporary China: faith, intellectual, citizen society, "three agricultural problems", and analyzes deeply in accordance with the theory and practice of Yan’ Mass Education. They are the following four aspects: the contemporary value of Yan yangchu’ faith, the contemporary value of Yan as a pure intellectual, the contemporary value that Yan tried to construct citizen society through the citizen education, and Yan’ view of big education on how to solve "three agricultural problems".Yan is fully committed to the study of mass education for 70 years. He went into villages, lived in the village, investigated and solved the problems. Yan realized that poverty was the real enemy of the mankind from the viewpoint of academy and without any prejudice. It is his belief that only by eliminating poverty can there be peace and harmony in the world. Yan’ Mass Education theory originated from China locally and belongs to Chinese as he neither worship the west nor did he follow the ancestors; his theory was a combination of the Eastern culture and the Western culture, and therefore enjoys a prominent place and an outstanding contribution in the educational history both home and abroad. Yan’ theory has spread to forty-two countries and areas through a special way of culture transmission and helps to launch a movement of international village reform, until today it still influences many developing countries and areas deeply.In this society-transforming period of contemporary China, to solve the educational problems and social problems, we should not only have a world vision but also be locally based. Yan’ Mass Education theory is a theory grown up locally, and meanwhile a theory really made for the world. Even today it is still the first-rate theory to solve the village problems academically. Moreover, Yan’ theory has great realistic significance in solving educational problems and it is sure to contribute a lot both theoretically and practically.更多还原