Please use this identifier to cite or link to this item:
Department od Education, NTNU
The 1920s was a milestone in the development of pedagogical thought in Taiwan, when society was in its early stage of modernization and was open and positive toward foreign ideas. This study focused on the exploration of the German Kulturpädagogik and analyzed various periodicals from 1920 to 1940, including Taiwan Education Review and Taiwan, etc. It was found that there had been relevant discussions on this sect during that period, and the relevant theories introduced to Taiwan were summarized below: the emphasis on the inheritance of cultural values and the six related types, the importance of experience and sympathy for education, the criticism of the Assimilation theory in Taiwan, systemized theories on educational love, and the increasing thinking on the essence of education. In terms of the changes that occurred when such theories were introduced to Taiwan, they were mostly applied as a high-level knowledge basis for academic research. There was no significant evidence suggesting the distorted militarism-based theories on cultural education. There had not been any clearly-defined teaching methodology developed, either. The outbreak of World War II led to the gradual fading of the theories, as well as a non-continuous disruption between them and post-war educational theories. Notwithstanding these facts, we must bear in mind that the German Kulturpädagogik was introduced to Taiwan. To create a more diverse and productive environment for educational research in Taiwan, we must pay sufficient respect and attention to the western educational theories introduced by scholars from Japan, China, and Taiwan.
|Appears in Collections:||教育研究集刊|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.