The Use of Foreign Examples to Support Educational Policy Decisions: The Chinese Education Mission to Europe in 1932

Autor/in	Li, Kaiyi
Titel	The Use of Foreign Examples to Support Educational Policy Decisions: The Chinese Education Mission to Europe in 1932
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 1-2, S.164-182 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Kaiyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2021.1888134
Schlagwörter	Educational History; Educational Policy; Policy Formation; Educational Change; Technology Transfer; Educational Philosophy; Teacher Attitudes; Socialization; Role of Education; International Education; Educational Attitudes; Travel; Prevention; Foreign Countries; Specialists; Educational Objectives; Educational Development; College Faculty; Social Change; Democracy; Social Systems; Government Role; Political Influences; China; Europe + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Politische Betätigung; Bildungsreform; Technologietransfer; Bildungsphilosophie; Erziehungsphilosophie; Lehrerverhalten; Socialisation; Sozialisation; Bildungsauftrag; Internationale Erziehung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Travelling; Reisen; Reise; Prävention; Vorbeugung; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Fakultät; Sozialer Wandel; Demokratie; Social system; Soziales System; Political influence; Politischer Einfluss; Europa
Abstract	In 1932, with the help of the League of Nations, the Chinese government sent an educational mission consisting of five scholars to Europe, in order to investigate education in different countries as reference points for ongoing Chinese educational reform. This article argues that educators in the mission used foreign examples to support their existing educational reform proposals, and that such a situation resulted from their understanding of the function of national education and China's practical situation. In doing so, the article adopts a transntional perspective and focuses on the discussions around national educational aims and general impressions of education in European countries, with a particular emphasis on two educators of the mission--Cheng Qibao and Yang Lian. To begin with, the article introduces the educational reform background of the mission--namely, what the Kuomintang (KMT) wanted national education to contribute. In the second part, the article discusses the understanding of the two educators regarding the social function of education, and reveals that, although they admired idealised internationalism, they considered that Chinese education should still prioritise a nationalist viewpoint. In the third part, the article analyses how the two educators constructed their impressions of education in those European countries, and used these impressions to remind readers about the Chinese situation. In the final part, the article discusses the proposals the two educators put forward and analyses the potential factors that prevented their proposals from having a concrete impact on Chinese educational reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01