Lí niệm giáo dục thời Minh trị (1868-1912)

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Tác giả: Thị Thùy Trang Trần

Ngôn ngữ: Vie

Ký hiệu phân loại: 959.7 Vietnam

Thông tin xuất bản: Tạp chí Khoa học Trường Đại học Sư phạm Thành phố Hồ Chí Minh , 2020

Mô tả vật lý: 14-22

Bộ sưu tập: Metadata

ID: 414953

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Tóm tắt
Chủ đề

Cải cách Minh Trị là một trong những cuộc cải cách mang tính lịch sử của Nhật Bản. Cuộc cải cách toàn diện từ trên xuống này đã đem đến sự phát triển vượt bậc cho Nhật Bản, giúp Nhật Bản thoát khỏi nguy cơ trở thành quốc gia thuộc địa phương Tây. Một trong những chuỗi cải cách quan trọng, giúp cho cục diện cải cách Minh Trị thành công là cải cách giáo dục. Bài viết này bàn về những chuyển đổi trong tư tưởng giáo dục cốt lõi, định hướng mục tiêu giáo dục mang tầm quốc gia thời Minh Trị (1868-1912). Bài viết sử dụng phương pháp lịch sử nhằm mục đích nghiên cứu sự chuyển biến của lí niệm giáo dục Nhật Bản trong sự vận động, thay đổi của xã hội thời Minh Trị. Ngoài ra, bài viết cũng chỉ ra mối quan hệ biện chứng giữa lí niệm giáo dục với chính sách - tổ chức - hạ tầng giáo dục. Mối quan hệ biện chứng này được cho là nguyên nhân chính dẫn đến hàng loạt các cuộc cải cách giáo dục trong suốt 47 năm thời Minh Trị mỗi khi có sự thay đổi trong lí niệm giáo dục., Tóm tắt tiếng anh, The Meiji Reform is one of the historical innovation in Japan. Japan has experienced a significant progress since this comprehensive top-down reform, and this successful result saved Japan from the risk of becoming Western colony. One of the important reform which has brought the success to the Meiji Reform was the educational reform. This article discusses the changes in the core ideology of education, which had been orienting the national goal of education during the Meiji period (1868-1912). The article uses the historical approach in other to research the transformation of Japanese education ideology following by the movement of society in the Meji period. In addition, this article also points out the dialectical relationship between the phylosophy of education and the policies - organizations - infrastructure of education. This dialectical relationship is believed to be a major reason leading to a variety of educational reforms whenever the ideology of education had been changed during over forth decades of Meji era.

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