民初平民教育思想的發展與實踐之研究以晏陽初、陶行知、梁漱溟為例

Abstract

中 文 摘 要 之所以選擇晏陽初、陶行知、梁漱溟是因為他們在平民教育的主要貢獻不但有理論的探討，且都能身體力行的將自己的平民教育理念付諸實踐。他們分別在河北、南京和山東等地設立實驗學校，實地推動平民教育工作，頗受各界的認同、肯定和仿傚。他們同時也是當代論述民國初年教育發展史最常被提及的偉大思想家。章開沅、唐文權提到，近代中國如果有兩百個真正像陶行知、晏陽初一樣的大教育家，則中國的教育甚至整個歷史和社會狀況都會是另外一番景象 。

因此，本研究的主要目的有四： 其一、了解我國民國初年平民教育運動的時代背景。 其二、探討晏陽初、陶行知、梁漱溟的平民教育思想的理論與實踐。 其三、評析並比較晏陽初、陶行知、梁漱溟平民教育思想與實踐的異同。 其四、闡述晏陽初、陶行知、梁漱溟平民教育思想與實踐對當代社會教育思想及研究的啟示。 本文共分六章，其大要如下： 第一章 緒論。 第二章 民初平民教育思想與運動的起源與發展。 第三章 晏陽初、陶行知、梁漱溟的平民教育思想。 第四章 晏陽初、陶行知、梁漱溟的平民教育思想實踐。 第五章 晏陽初、陶行知、梁漱溟的平民教育思想與實踐之分析比較。 第六章 結論與建議。

本研究之結論： 壹、平民教育的時代背景 一、由於政局動盪不安、戰爭屢戰屢敗、軍閥暴歛、資本主義與帝國主義勢力的入侵掠奪，以及戰敗後知識份子的覺醒與杜威來華宣揚平民主義教育思想的影響，興起了平民教育的運動。 貳、平民教育運動的轉向 一、平民教育工作的推展之所以轉向，是因為單純的識字運動不足以解決鄉村的問題，為了救濟鄉村，平民教育從識字運動轉為鄉村改進運動。 二、陶等三人先後將平民教育的識字教育運動轉為鄉村改造運動，雖說觀點轉換，但主要的工作仍以「教育」為「民族再造」的主要方法。 參、陶等三人的平民教育思想淵源 一、陶等三人的平民教育思想都受到儒家思想與宗教的影響。 肆、陶等三人的平民教育思想內涵 一、陶等三人推動平民教育工作的過程中，關懷弱勢群、提倡婦女教育、主張教育機會均等，具有人文主義的教育理念與情懷。 二、陶等三人推動平民教育的過程中，倡導成人及繼續教育，可見他們三人都具有終生學習的理念。 三、晏具有全球休戚與共的觀點，陶則具有多元文化的思想概念。 四、陶等三人都重視社會教育的功能，主張社會離不開學校，學校更不能脫離社會 伍、陶等三人的平民教育思想實踐 一、陶等三人一致的認為，中國農村問題關鍵不在農業生產量不足而在於農民教育水準的低落，解決的方法要從「平民教育」與「鄉村教育」著手。 二、平民教育的實踐：定縣實驗是以「除文盲，作新民」為宗旨；曉莊實驗是以「改造鄉村生活」為中心；鄒平實驗是以「鄉村建設」為主要。 三、定縣、鄒平、曉莊三個實驗區能資源整合與共享，以進行平民教育、農業改良和農村建設。 四、陶等三人推動平民教育工作時，都強調工作、教育與生活相結合。 五、陶等三人推動平民教育工作時，是以教育、文學、戲劇，喚醒民眾的民族精神與抗戰意識。 六、陶等三人推動平民教育的過程中，都強調農村問題的解決，要身歷其境；改革計畫要由下而上，鄉村自發提出，才能符合農民的需要。 七、陶等三人推動平民教育的過程中，特別強調平民教師與鄉建幹部的訓練，以提昇教師及鄉建人員的能力素質。 陸、平民教育實施的成效 一、高談社會改造而依附政權、號稱鄉村運動而鄉村不動、惡政和惡勢力的阻撓、集體的高利貸剝削、農民的土地問題未能解決、舊日豪紳政權的變相組織，使得平民教育運動與鄉村建設失敗。 二、平民教育運動與鄉村建設雖然失敗，但它對當時國內和國外的政治、社會、教育、文化影響深遠。

兹將研究結果，提出建議供當代社會教育思想、社會教育單位與未來研究之參考。The research on development and practice of mass educational theory in the early of Republic of China using Yen Yang-Chu, Tao Xing-Zhi and Liang Su-Ming as example

Hsiu-chin Tseng

Abstract

Yen Yang-Chu, Tao Xing-Zhi and Liang Su-Ming have been chosen for their contribution to mass education. They have different theoretical exploration and they devoted their mass education to put their theories into practice. They established experimental schools in Nan Chin, Ho Pei and Shan Tong separately, and practice mass education. The results were recognised, confirmed and imitated throughout the world. They are the great thinkers, who are referred to in the modern research of education in the early Republic of China. Chang Kai-Yuan and Tang Wen-Chuan asserted that if there were two hundred educationalists like Tao and Yen in modern China, the history of Chinese education, even the whole of history, and society would be different.

The aims of this research are as follows:

1. To understand the campaign and background of mass education in the early Republic of China. 2. To explore and discuss the theory and practice of mass education of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 3. To analyze and compare the differences in mass education between Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 4. To expand on the philosophy of mass education and modern social education and research ideas among Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming.

There are six chapters in this thesis, which are as follows:

1. Abstract 2. Origin and development of thought and the campaign of mass education in the early Republic of China. 3. Analysis of the philosophy of mass education of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 4. Mass education practice of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 5. Comparison of the philosophy of mass education and practice of Yen Yang-Chu, Tao Xing-Zhi and Liang Shu-Ming. 6. Conclusion and discussion.

Conclusion of this research:

1. How the campaign of mass education arose and developed, and was affected by the unsettled political situation, military defeat, warlord tyranny, the invasion of capitalism and imperialism, the awaking of intellectuals after military defeat and the arrival of Tu Wei in China to promote the philosophy of mass education. 2. The development of mass education was undirected, as a simple reading campaign could not solve the country’s difficulties. To save the country, the mass education was modified from a reading movement towards a campaign of improvement of the country’s difficulties. 3. Yen, Tao and Liang transfer the reading training of mass education into the campaign of country revolution one after another. The concepts vary, but the principles still apply “education” and “national rebuilding” as the main methodologies. 4. Yen’s, Tao’s and Liang’s philosophy of mass education were affected by the concepts of religion and Confucianism. 5. Yen, Tao and Liang advanced the working of processes of mass education, which involved caring for the small and weak groups, promoting women’s education, standing for equal opportunity to education. It contained the education ideal and a feeling for humanity. 6. Yen, Tao and Liang advanced a process of mass education. They advocated adult and continuing education. They had the ideal of life learning. 7. Yen presented the pros and cons of his approach on global strategy; Tao developed the concept of multicultural. 8. Yen, Tao and Liang valued the function of social education, believing society can not be separated from school, and school can not be separate from society. 9. Yen, Tao and Liang are regard as a mass education faction. They all considered that the key points of difficulty of the Chinese countryside were not agriculture underproduction, but the farmers were in low level of education. The solution needed to start with “mass education” and “countryside education “. 10. The methodologies of practice of mass education are as follows: the principle of Ding-Hsien’s experiment is “to get rid of illiteracy and be modern civilians”. Siao-Chuang’s experiment is “to use the countryside school to transfer as centre of countryside life, country teachers are used as spirits of country life, applying autonomous country for improving the country organization”. The principle of Chou-Ping’s experiment is “country construction”, meaning “to create new culture and to save old countryside”. 11. Ding Hsien’s experiment, Chou-Ping’s experiment and Shiao-Chuang’s experiment provide for consolidation and sharing of resources to carry out mass education, agricultural revolution and agricultural construction. 12. When Yen, Tao and Liang advanced mass education, they emphasised a combination of work, education and life. 13. When Yen, Tao and Liang advanced mass education, they applied education, literature and drama to awaken the national and war consciousness. 14. The processes of Yen, Tao and Liang advanced mass education, with emphasis on resolving countryside difficulties personally; the revolution plans should be from the top to the bottom, countryside specify the plans in order to satisfy the farmers’ requirements. 15. The processes of Yen, Tao and Liang advanced mass education, insisting on training of mass teachers and country members to promote their capability and discipline. 16. Discussion of social reform but following political power, assert country movement but country unmovment, obstacles from abominable policies and authority, group’s usury to exploit, unsolved farmer’s land difficulties, the old despotic gentries’ regime organisations, which failed the campaign of mass education and country construction . 17. The campaign of mass education and country construction have failed, but still deeply affect domestic and international politics, social, education and culture.

The research result and proposal will present the current social education philosophy, social education organisation and future research for reference.