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SO 003 019 State Univ. of New York, Stony Brook. American the Occasional Paper Is Intended As a Resource Document and Is Designe DOCUMENT RESUME ED 063 212 SO 003 019 AUTHOR Hu, Sni Ming TITLE Education in the People's Republic of China (Mainland) from 1949 to 1969. Occasional Paper 7. INSTITUTION State Univ. of New York, Stony Brook. American Historical Association Education Project. PUB DATE 72 NOTE 53p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Asian History; Communism; *Compaxative Education; Educational Change; Educational Development; *Educational History; Educational Methods; Educational Philosophy; Educational Policy; *Educational Practice; Foundations of Education; Higher Education; History; Non Western Civilization; Resource Materials; Secondary Education; Socioeconomic Influences IDENTIFIERS *China ABSTRACT The Occasional Paper is intended as a resource document and is designed to provide teachers of Asian studies with an authoritative study of education in the People's Republic of China from 1949 to 1969 where educational effort focuses upon the needs of society rather than the individual. The first twenty years of the history of the People's Republic of China is categorized in terms of six distinct periods of educational reforms. Each of these six periods is analyzed by Dr. S. M. Hu according to its political emphases, educational policy and curriculum trends. The first period of 1949 to 1952 was a consolidation of the regime built, the second period of 1953 to 1957 concentrated on the Five-Year Plan with strong Soviet influence, the third period of 1958 to 1959 impressed the world with the movement of communes and the "Great Leap Forward," the fourth period of 1960 to 1963 proceeded cautiously with a "retrenchment" program, the fifth period of 1964 to 1965 marked by a sharp two-line Party struggle, and the sixth period of 1966 to 1969 alarmed the world with the "Great Cultural Revolution" which means to prepare a new breed of generation. (Author) U.S. DEPAhTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU. CATION POSITION OR POLICY. (NJ prN American Hjstorical Association History Education Project .0 C.) Odcasional Paper Series C.11 Dr. Eli Seifran, Series Editor FILMED FROM BEST AVAILABLE COPY i 4. t 4. Y 0. r Occasional Paper #7 : X * A t EDUCATION IN THE PEOPLE'S REPUBLIC OF CHINA * (MAINLAND) FROM 1949 TO 1969 ' * 1: * by 4. QN. 4* DR. SHI MING'HU .i. I:. * NI * 1 PREFACE One of the many "spin-offs" of President Nixon's visitto the People's Repullilic of Chinahas been a tremendoussurge of interest in "things Chinese," from cooking to fashions topandas, and so on. The study of Chinese history, culture, and language is enjoyinga new popularity. Visitors recently returningfrom the People's Republicof China report that the Chinese people seem very much involved insome form of education or re-education, and are intent upon improvingthemselves not for personal gain but rather for the purpose of servingthe people. For many Westerners such an educational effort, so directlyre- lated to the needs of the societyrather than the individual, is difficult to comprehend. The development ofan educational system in ... country of approximately 800 millionpeople is not a chance affair. Indeed, it is the result oftwo decades of consciouseffort to develop a society and an educational system in which theexpressed needs of others come beforethose of the self. Educators report having difficultylocating authoritative studies concerning developments in the People's Republicof China. This Occasional Paper isintended es a resource, and isdesigned to provide teachers of AsianStudies w5th an aubhoritativestudy of education in the People's Republic of China from 1949to 1969. The first twenty years of the history of the People'sRepublic of China is categorized in terms of six distinct periodsof educa- tional reforms: (1)1949-1952 (re-orientation and re-orgpnization) (2)1953-1957 (strong Russian influence) (3)1958-1959 (the "Great Leap Forward") (4)1960-1963 (retrenchment) (5)1964-1965 (two-line Party struggle) (6)1966-1969 ("cultural revolution") Each of these six periods isanalyzed by Dr. S. A. Huaccording to its political emphases, educationalpolicy and curriculum trends. Although each period reflectsa "unique and distinct change," the common element which unifies all these reformsis Mao Tse-tung's philosophy that mass education be ledby the proletariat,setve the proletariat, and be directed towardthe objective of socialist consciousness and productivity. Stony Brook, New York E.S. ii EDUCATION IN THE PEOPLE'S REPUBLICOF CHINA (MAINLAND) FROM 1949 TO 1969 By Dr. Shi Ming Hu Assistant Profesrior of Education and Chinese State University of New York at Stony Brook 4 A As soon asthe Chinese People'.s Republic was founded in 3.949,education became one of the gigantictasks of ccm- solidating, reconstructing, and re-organizing the country under a strong centralized government with a different political ideology. _As Priestleyconcluded: Inorder that the vast programme of social and economic change can come to fruition, the' great mass of the.Chinese population must will. the .changerinto - existence; they must, as theCommunistsstyle the process,experience a perpetual course of"ideologi- cal conversion." Because it renders such handsome service in the cause of thisideological conversion of theChthese people, education is granted a posi- tion of enormous importance in the Chinesestate)* The paramount educational undertaking seemed to be complicated by-the educational conditions vilen the new regime began its power. On the one handy there were areaswherethe ChineseCommunists hadsporadically introduced some educational I. measures which reflected the communist ideology; on the other hand,therewere mrdor areas where the Nationalists left "an educational system vthose basic outlines had been established in the 1920's and reflected a considerable degree of American in- fluence."2 Moreover, they "had no experience in operating a large educational system under settled conditions and had K. E. Priestley. Education in Chin.:1 (ilong Kong: The Green Pagoda Press. Ltd. 1962) .p. iv. , . 7'71 5 2 3 developed little in the 1..myof pedagogical theory." Under suchcircumstances the ipasic concepts ofMarxism- Leninism appeared to be usefulto the leaders of theChinese People's Republic. As Barendsenpointed out: The Party leaders proceededto apply some of the fundamental concepts ofMarxism-Leninism to educational problems in order to work outgeneral policy guide- assumptions waS that educa- .lines. One of their basic tion and culture, as partof the "super-structure"of society, are merereflections of the politico-economic .base and as such, serve theinterests of the dominant socialclass.4 Certainly Maoism, whidh hasalways been the guidelinefor all social reconstructions in theChinese People's Republic hasalso been the direction foreducational reforms. Education in the Chinese People'sRepublic was not only to develop politicalconsciousness in each individual but to train specialists who possessspecialized 'knowledge and useful shills desperately needed forfulfilling "the regime'sEmbitious plans to transform Chinainto a modern industriali7.edstate."5 'thus, political consciousnessand producLion becz,methe two foundamental elements ofeducational policy in theChinese 3Robert J. Brend3en."Educatioa in China: A Survey." Problems or Com7unism, Vol.xiii. No. 4. p. 4ibid 3 People's Republic.They have remained unchanged in the last twenty yours) although the e-pression of the elements/ the tac- tics to a.:Ihieve them) and the control over them by the Communist Party) have varied on the bases of Che national emphasis made eadh year. As a result. constant reforms in education have al- ivays been carried on; the six distinct periods of educational reforms within a range Of twenty years seem to signify the con- , stant changes in edu(!ation. AcCording to Chao Tzien, a commentator of Min Pao (Briiiht News) in Hong Kong) the six periods are: (1) the period of 1949 to 1952, a period of re-orientation and re-orgenization in education; (2) the period of 1953 to 1957, a period of strong Russian influence; (3) the period of 1958 to 1959, p period of "groat Leap Forward";(4) the period of 1960 to 1963, a.pariod of retrendhment;(5) the period. of 1964 to 1965) a period of twoline Party struggle; and (6) the period of 1966 to 1969, a 6 period of "cultural revolution." The Period of 1949 to 1952. 1. 44 4. 444..4 .44...4. 44.4.4 44.4-444444. 444-4 4...4 a. Political Emphas. When the Chinese People's 444-4440. -4 4 4 .44.4 - 4 4. 4. Repdblic assumed full power over Cho China'mainland in the mid- dle of 1949, a series of nationwide re-roientationi consolidation) .4- $ -0 4 - 6Chao T7ien. "Twant7 Years of Com=nist Educa'c.ion " t- 7.7 - '.. 7 - 7 4 and re-organiation immediately began) because of the entirely different poltical ideology held by the leaders. Mao Tse-tung himself'stated vividly in his essay on the eve of winning full control over the mainland in 1949: During this period the state power will be vested in a coalition of the four classes (the proletariat, the peasantry, the petty bourgeoisie, and the national burgeoisie), under the leadership of the proletariat with the purpose of wiping out feudal vestiges and imperialism.7 Mao carefully defined "the people's democratic dictatorChip" as "democracy for the people and dictatorship over thereactionaries."8 He said: As the present state in China, they (the people) are ,the working class, the peasantry) the urban petty bour- geoisie and the national bourgeoisie. These classes. led by the working class and the Communist Partyunite to form their own state and elect their own government . Democracy is practised within the ranks of the people, who enjoy the right of freedom of speedh as- sembly association and so on. The right to vote be- longs only to the people, not to the )clactionaries.
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