中國 鄉村建設運動의 확산과정과 鄕村敎育의 함의

Abstract

In this article, I reviewed the background and the development process of rural construction movement in regard of the transformation of the Chinese educational system since 1920s. During the late days of Qing period, the emergence of new government and the abrogation of state examination to recruit ranking officials acted as a factor to change the whole of Chinese society, leading to the decline of traditional intellectuals and education in rural communities. Although some educational reforms were introduced in those provinces which the native force of local notables was institutionalized with the implementation of local autonomy, the polarization of urban and rural areas was deepened. In this circumstance, the rural education emerged which originated from the thought of ‘Saving the country by education’ during the May 4th New Culture Movement. For the intellectuals who studied abroad in Western Europe, the backwardness of China’s rural education was a key factor that hindered the development of the entire community. They believed that education could steer economic development in rural areas and further enhanced the autonomous ability of farmers to participate in political organizations. Among those Do Haeng-ji advocated the training of teachers as farmer-oriented Intellectuals, which influenced Yang Su-myeong and Liu Pae-hon’s rural construction movement. On the other hand, An yangcho established the People’s Education Promotion Association of China to promote the education of the common people as the basis of rural reconstruction, which received general supports from the various levels of governments. Yang Su-myeong didn’t exclude modern science and technology, but reiterated the importance of ethical education based on Confucianism, while the People’s Education Promotion Association of China affirmed that the spread of modern knowledge and technology would bring about the improvement of the rural economy. Through the Rural Rehabilitation Committee and the domestic conference, the rural construction developed individually in each region became the government’s initiative to integrate stratified sub-regime. With the financial, human and administrative support from the government, the effective rural construction movement progressed. However the two fundamental problems of the rural community, land tenure system and rent, and the actual development of local autonomy were remained in the theoretical debates. In particular, the progress of rural construction was depended upon the relationship between the local government and the influential class and the central government, and the rural construction movement was also affected by the conflict between these forces. In the process of creating a nation-state, it was the role of intellectuals by presenting the model of social integration through education which was adopted by each local government and the Nanjing government. In addition, the process of integrating rural community through mediation of conflict was closely related to the role of intellectuals and the function of the social integration mechanism of education. It was a historical meaning of rural construction movement.