Chan Choi-Ping, Pauline.; (1984) Ideology and education : a case study of the major debates and ideological conflicts in the development of contemporary Chinese education. Doctoral thesis , Institute of Education, University of London.

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Abstract

This study is a critical enquiry into the relationship between ideology and educational development. The People's Republic of China (PRC) has been chosen to illustrate the particular case of engineering social change through educational reforms. Ideological contradictions between the dominant political ideology and the popular culture are reflected in the major national debates on education. Overt statements of individuals and groups indicate diverse normative patterns. When the exponents of a political ideology endeavour to negate the traditional culture, the dynamic of cultural reproduction is seen as ~n obstacle to policy-making at all levels. The relationship between ideology and education is defined in relation to cultural reproduction and political hegemony (Part I, Chapter 1:1). The concept of ideology is further ex~mplif;ed in the context of the Chinese intellectual tradition of differentiating ideology from the system of classical and philosophical thinking. While the Chinese Communist ideology has been adopted as a symbolic instrument of domination, the Chinese traditional way of thinking persists and continues to influence people's way of thinking and behaviour (Part I, Chapter 1:2). Two ideal typical models of Confucius' thinking and the thoughts of Mao Zedong have been constructed to elucidate the contradictions between the two nonnative patterns (Part I. Chapter 2). The basic problems of introducing a new ideology for Chinese education are discussed in relation to the residue of traditionalism, Chinese liberalism and the borrowing of foreign models. Together, they contributed to the resistance of a traditional pattern of education to change (Part I, Chapter 3). The problem of modernizing education continues to engage the Communist leadership in a prolonged struggle of the 'new' against the 'old'. The conflicts are illustrated in the national debates on the contradiction between popularization and the raising of standards (Part 11, Chapter 4), the relationship between theory and practice (Part 11, Chapter 5), and red and expert (Part 11, Chapter 6). Political and social integration lies in the philosophical synthesis of establishing a system of modern Chinese thinking which has to be based on the foundations of the Chinese cultural spirit and her adaptation to the demand of modernity (Part Ill, Chapter 7). From this evolves a general guideline for an alternative educational policy in China's new long march (Part Ill, Chapter 8).

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