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Ideological Shifts in the Educat:::On of Adults in China: 1949-1986

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Ideological Shifts in the Educat:::On of Adults in China: 1949-1986 IDEOLOGICAL SHIFTS IN THE EDUCAT:::ON OF ADULTS IN CHINA: 1949-1986 BY HENG RONG A THES1:S SUBMITTED TO THE FACULTY OF GRADUATE STUDIES AND RESEARCH ZN PARTIAL FULFILHENT OF THE REQUIREHENTS FOR THE DEGREE OF KASTER OF ART DEPARTMENT OF ADMINISTRATION AND POL1:CY STUDIES 1:11 EDUCATION McGILL UNIVERSITY 1991 ACRNOWLEDGEMENT l shoul d like to express deep ~ppreciation to my adviser, Professor Ratna Ghosh, whose steady encouragement and instructive guidance considerably eased the writing of this study. Thanks are also due to the professors and Gtaffs of the Department of Administration and Policy studies in Education for thei r kind support and sustained interest throughout the study. The lov ing support and encouragement of my husband and fami ly are aIse aclmewledged. witheut their willingness to sacrifice, this study would not have been cempleted. ABSTRACT The educational policy for adults in China has fluctuated over the 4n-year period since the founding of the People' s Republic of China. The purpose of this study will include the effec~s on adult education of ièeological shifts in the underlying educational philosophy related to social and political development in China during the three identifiable key periods of change associated with the re-building and development of the nation from 1949 ta 1986; namely, 1) 1949-1966, the beginning of the Comm 1mist Era; 2) 1966-1976, the Cultural revolution period; 3) 1976-1986, the period after the Cultural Revolution. In many cases, the development of Chinese education for adults has been quite irregular due to political upheavals. Marxist principles ot education have been felt in Chir.a to be difficult to integrate with the developmental neecis of the country. Commitment to adult education as an important element of the development pattern has been high, but political struggle has seriously hampered educational expansion. The struggle within the high-level leadership seems to have been the most direct reason for ideological shifts over the 37 year periode --------- Résumé Pendant 40 ans, depuis la fondation de la République Populaire de Chine, l'éducatton chinoise pour adultes a certainement varié. Cette étude a comme but d'examiner la philosophie fondamentale de l'éducation reliée aux développements sociaux et politiques en Chine, pendant trois périodes de changements associés avec la reconstruction et les mouvements de la nation de 1949 à 1986: 1) 1949-1966, l~ début de l'ère communiste 2} 1966-1976, la période de lu Révolution Culturelle 3) 1976-1986, la période après la Révolution Culturelle. Das beaucoup de cas, à cause des soulèvements p~litiques, le développement de l'éducation chinoise pour adultes a été assez irrégulier. Les principes marxistes de l'éducation ne sont pas faciles a intégrer aux besoins de développement du pays. Le ni veau d'obligation de rendre l'éducation pour adultes un élément important au plan du développement est élevé, mais les tumultes politiques ont sérieusement ralenti l'expansion éducationnelle. Les débats au sein du diregeants du pays semblent être la raison la plus directe pour les mouvements idéologiques pendant cette période de 37 ans. 1 TABLE OF CONTENTS Page Chapter l Introduction 1 1. statement o~ the Problem l 2. Purpose of t~e Study 2 3. Relevant Literature 4 4. Methodology 5 5. Lil"ü ta t ions 7 Chapter II Adult Education in the Beginning of the Coramunist Era (19·19-1966) 8 1. Traditional Chinese Ideology 8 2. Marxist Ideoloqy 12 3. Adult Education POlic;y: To Serve the Workers and Peasants 18 4. Contradictions and Problems 26 Chapter IrI Adult Education in the Cultural Revolution (1966-1976) 36 1. The Beginnlng of ThE! Cultural Revolution 36 2. Two Lines in Education 39 3. Changes in Adult Education policy 46 4. The Impact of The Cultural Revolution 52 Chapter IV Adult Education After The Cultural Revolution !1976-1986) 59 1. The "Open Door" Policy 59 2. Economie Development and Education Policy 62 3. The Impact of ongoing Gnvernment Economie Reform on The [ducation of Adults 71 Chapter V Summary and Conclusion 82 Bibliograplly 86 List of Figures and Tables 94 Chapter l INTRODUCTION 1. statement of the Problern The relationship between educatioD and developrnent has received much scholarly attention over the last four decades. The role of adult education in stlmulating national developrnent is being increasingly seen by less industrialized countries as a very important tool for economic and cultural developrnent. Tne utilization and development of human resources is one of the most basic and pressing problems in the Third World. Possibly the most visible trend in the Western industrialized countries has been the recognition of the need for inception and rapid development of adu 1 t education servicE:>s. In the developing countries, on the other hand, mass adult education efforts are related to the increasingly visible majority of the adult population who lack functional skills necessary for modernization. In China, formaI policy regarding the education of adults began in 1949. At that time the population was 0.45 billion. China now boasts a population of 1.1 billion with adults as th~ 1 great majority. Within this majority, most people are directly engaged in industrial and agricultural production. ChinaIs adult education, according to ~he state Education Commission (Ministry of Education) in China, was once termed as worker­ peasant education, or spare-time education, and was primarily for workers, peasants, staff members and cadres. The word "adult" refers to the 14-45 age group. The broad scope of adult education includes a wide range of learning activities outside of the formaI school system, although reference to higher formal education will also be made. There is presently a great diversity of educational opportunities for adults. The three main identif iabl e periods of China 1 s history s ince 1949, reflected in different state policies represent different applications and patterns of adult education policies. These differences are related to the social and political developments during each of the periods. 2. Purpose of the study The purpose of this study is to examine and analyze the education of adults in China in terms of ideological policy and practice since 1949. The study will describe the changes in adult educational policy and relate them to the economic and political situation and socialist development strategies in three periods up to 1986; namely 2 1949-1966 the beginning of the Communist Era. 1966-1976 the Cutur~l Revolution Periode 1976-1986 the Post-Cultural Revolution Periode The study is based on original documentary research from the primary source materials as they appeared in the official daily press, periodicals, and books published in the PeoplG's Republic of China. There are very few publications available in English, i.e., the education of adults in China, and with the exception of Payne (1987) and Wang (1988) which are short articles, there is no recent analysis on adult educational policy. The above documentary research materials are supplemented by secondary source materials published in Hong Kong, Taiwan, Britain, United States and Canada. Both the primary and secondary source documentation is available in research libraries at McGill University and l'Université de Montréal. The study attempts to examine and analyze Chinese adult educational policy since 1949. It will include the effect on adul t education of ideological changes in the underlying philosophy related to social and political development in - "ina. The government's policy, structural changes in organization, administrative control, and program or functional changes within the scope of adult education will also be 3 described in relation to the shifts in emphasis which occurred during the three periods. 3. Relevant Literature Books on Chinese educational policy are relatively few, although they are growing in number. These deal rnainly with the political and ec~nomic implications. Few pages may have been written on education itself and still less may have been devoted to adult education policy. Documents on Chinesc adult education are found in sorne books, journals and daily newspapers. For instance, Renmin Ribao (People's Daily), which carries official documents and official opinions; Renmin Jiaoyu (People's Education) magazine is the off icial organ of the Ministry of Education (state Education Commission). other periodicals lJublished in China sornetirnes aiso carry information on adult education policy and research. Periodicals published outside of China include: Unesco statistical Yearbook, Comparative Education, Convergenc2, Cana.? i.an and International Education, The China Quarterly etc .. Articles on Chinese adult education are also scattered in sorne journals around the world. Sorne of them supply up-to­ date information about China in addition to author i tùti ve writings. 4 As a nation with large-scale goals for future growth and improvement, China has to realize that the weakness lies in the lack of an adequate level of education for her people. For the past fifteen years, Chinese educators and scholars have systematically worked in the area of adul t education. The research has a Iso stated that Chinese adul t education, from 1 i teracy programmes to high levels of scientific and technological training, has been in the fore front of policy planning and government expenditure. Most of these res~arches can be found in Chinese journals. Besides the source materials in Chinese, a few unpublished theses and dissertations and a nurnber of books have been written on Chinese adult education policy effect prior to the period of the Cultural Revolution. 4. Methodology This study takes the form of library research. Through bibliographical research and screening of Chinese newspapers and journals, relevant documents, reports and writings on the theme have been identified, studied, compared and interpreted. Throughout the study, l have tried to be objective and impartial from an; personal background, politically, socially, cul turally élnd educationally, and from my own beliefs and cOilvictions.
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