1930년대 自由主義者의 大學敎育改革 구상과 學術獨立 - ≪獨立評論≫ 논설 분석을 중심으로 -

Abstract

One of the issues of Chinese society during the 1930s pertained to how university education should be reformed. This article attempts to clarify how the liberals – who exerted substantial influence in university education at the time – sought to reform university education. For this purpose, I focused on their articles as published in one of the most prominent liberal mediums, the Independent Review (獨立評論). In particular, I concentrated on analyzing their critiques regarding the university education policies put forth by the National Government - including Chen Guofu (陳果夫)’s plan – and the plan advocated by the League of Nations. This follows from the assessment that the liberals’ plans for university reform were formulated and refined through the process by which they commented on the Guomintang’s policies and the League’s plan. The key findings of the analysis conducted in this study are as follows. First, the liberals were critical of the two main university education policies adopted by the National Government – the Party Education (黨化敎育) and practical education (實用敎育). They were particularly critical of Chen Guofu’s plan, which placed extreme emphasis on the latter. The Party Education was incompatible with liberal educational ideology, while practical education was incompatible with holistic education. However, due to the realistic infeasibility of disregarding practical education in university education, it was not straightforward for the liberals to formulate plans for reforming university education. Second, the plan of the League of Nations (國聯案) provided a key basis for the liberals in concretizing their plans for reforming university education. The League’s plan proposed that the goals of university education should be to nurture new members of society from a perspective of holistic education, in addition to fostering the future generation of academics. Turning to the goals of university education as stated by the League’s plan (the latter goal in particular) for support, the liberals sought to concretize the ways of reasserting their view of university education – i.e., as an institution for academic research – through active discussion.