A Study Of The Japanese Education History In Inner Mongolia In The First Half Of The 20th Century

The development of Japanese education in mainland China, including Inner Mongolia since the late Qing Dynasty, can be divided into two major historical phases:the aggressive education phase, from the late Qing Dynasty to 1945, and the friendly education phase,characterized by Sino-Japanese friendly exchanges since the establishment of New China. This paper presents a study of the aggressive phase of Japanese education in Inner Mongolia in the first half of the 20th century.In this study, the aggressive Japanese education in Inner Mongolia is divided into three periods:the "Sargon" period in the late Qing Dynasty, the Puppet Manchukuo period, and the Puppet Mongolian regime period. The expansion of Japanese education in Inner Mongolia is consistent with the process of its promotion in mainland China and Japanese education in Inner Mongolia has typical characteristics.Therefore, a study of the three aforementioned periods in Inner Mongolia can reflect the characteristics and natures of three stages of Japanese education expansion policy of Japan in mainland China:the formation and initial implementation stage, the beginning of large-scale implementation stage, and the full implementation stage. In this sense, the study of Japanese education in Inner Mongolia in the first half of the 20th century has the function of exploring the core issues related to the Japanese education history in mainland China during the same period.In this study, investigations and analyses are conducted on the emergence and development of Japanese education in Inner Mongolia in the first half of the 20th century, the development of Japan's national language concept and the Japanese education expansion, Japan's policy toward Inner Mongolia at various stages of its implementation,andthe Japanese education in Inner Mongolia in three stages mentioned above (including Japanese education policies, subjects, objects, methods, contents, purposes and effects).These analyses not only achieve a comprehensive study of Japanese education aggression history in Inner Mongolia within a large scale historical process, but also attain a deeper understanding of aggression contents and natures of Japanese imperialism on Chinese language and culture.In addition to the introduction and conclusion, the main contents consist of three parts, which are summarized as follows.Part 1:Formation and initial implementation stage of Japanese language education expansion policy of Japan under the background of Japan-Russia confrontation in the middle and late Meiji period, based on the Japanese education in "Sargon" in Harqin Right Banner in Inner Mongolia. The first chapter introduces and analyzes historical conditions of the formation of Japanese education expansion policy in the early Meiji period from the establishment of Japan's modern mainland policy and nationalist education system and the initial formation of modern Japan's national language concept. Additionally, the establishment background of the main body, the East Asia Common Culture Association, behind the Japanese education expansion policy and the contents of Japanese education expansion policy to China are introduced. The second chapter introduces and analyzes the promoting process of Japanese education establishment in Harqin Right Banner in Inner Mongolia by the East Asia Common Culture Association as the main Japanese forces in the late Qing Dynasty, as well as its key members'thoughts and views on Japanese nationalist education and China's education. The third chapter analyzes and evaluates the Japanese education in "Sargon", focusingparticularlyon the Japanese teacher Kawahara Misaoko's Japanese educational activities and effects.Part 2:Beginning of large-scale implementation stage of Japanese education expansion policy in mainland China, based on the Japanese education in eastern Inner Mongolia during the period of Puppet Manchukuo. The first chapter introduces and analyzes the change process of Manchukuo's governing concept and education policy, and its aggressive characteristics of mainland policy. Additionally, the development of policy of eastern Inner Mongolia under the "Manchukuo Policy" and "National Union" concept after the Russo-Japanese War to the establishment of Puppet Manchukuo are introduced. It emphasizes essential characteristics of puppet Manchuria's policy of eastern Inner Mongolian of serving the mainland policy and Manchukuo governing. The second chapter introduces and analyzes Japan's national language concept represented by Hoshina Koichi and Japanese education in Kanto and Mantetsu under the influence of this concept. On this basis, essential characteristics of Japan's national language concept and specific contents of Japanese education under its guidance at the beginning of Puppet Manchukuo and after the New Academic System are introduced.Part 3:Full implementation stage of Japanese education expansion policy in mainland China, based on Japanese education in western Inner Mongolia under the Puppet Mongolian regime. The first chapter introduces and analyzes the policy of "Cultural Work in China" of Japan from the early 1920s to 1945 (divided into two periods:before and after the "9.18" incident)and further explains the Japanese education in China under the policy of "Cultural Work in China". It emphasizes the full implementation of Japanese education by the Japanese government and the true nature of serving the war of aggression and colonial dominance. The second chapter introduces and analyzes the policy of western Inner Mongolia before the founding of Puppet Mongolian regime, based on Japanese educational activities in the "Cultural Work" in western Inner Mongolia by "Work in Inner Mongolia" and Neighborhood Association. The Japanese educational activity carried out by Neighborhood Association in western Inner Mongolia before the founding of Puppet Mongolian regime is an important part at the beginning of Japanese education expansion in Inner Mongolia after the founding of Puppet Mongolian regime. The third chapter analyzes and investigates the education policy and Japanese education policy in western Inner Mongolian under the Puppet Mongolian regime, and introduces the Japanese education in western Inner Mongolia under the Puppet Mongolian regime.