China's modern thinker and educator Shun Kai
(1873-1929) modern chinese thinkers, educators.
it's very well written, no.
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in the early years, he was called upon.
after the defeat of the penang regime, japan was exiled, followed by a long trip to the united states and australia, and returned only after the sinha revolution.
founded the review, new people's series in japan, co-educational schools in tokyo and the same-language school in kobe.
it has played an intellectual role in promoting western science.
after 1905, the constitutional monarchy was upheld, and political conservativeness became increasingly obsolete.
specialized in lectures and writings after 1920.
he is a mentor at the qinghua institute and is also a professor at several universities in nanchang.
during this period, leading authors such as the qing dynasty academic review, the nearly 300-year academic history of china, and the chinese historical research law were born.
in university lectures, the dissemination of the philosophy of the bourgeois, history and other literatures, as well as the methodological theory of governance, has produced a group of distinguished scholars in society and has made achievements in research and the organization of china ' s ancient cultural heritage.
its main educational propositions are: (1) education to save the country.
it is believed that the strength and strength of the state is shifting from education to “brainwork, talent and school”.
it was also noted that education should focus on improving the quality of the population.
(2) schools of change.
the view was expressed that “the eight masters, one of the great roots of china's civilization, were trapped in the millennia, leaving the scholars deaf, unaware of the past and unaware of the five continents, all because of their ills”.
the fundamental path of china ' s quest for prosperity and reform lies in its capitalist education system.
he has designed the system of national education in the light of the physical and mental development of children, with special emphasis on the opening of “political colleges”, “teacher schools” and “women's colleges” in the idea of “exercising schools”.
(3) reform of course content.
it is believed that schools should be western, including western, western and spanish.
between western politics and western art, it is also the policy-oriented and artistic-oriented principle of pre-governed (capitalist socio-political doctrine) and post-skill (science and technology).
in his bibliography of western studies, he details specific western studies.
(4) improved teaching methods.
the old pedagogy must be overhauled “in its own way and in its own way and in its own way”.
the best teaching methods in the west are described in more detail.
its work has been co-edited in the quest。