The Critical Review School In The History Of Modern Chinese Higher Education

The Critical Review school, represented by Mei Guangdi, Wu Mi, Hu Xiansu etc., was unique for advocating "promoting traditional essence, assimilating new knowledge" in the history of modern Chinese higher education. Meanwhile, most of its main members taught at famous Chinese universities, and made certain achievements in teaching and academic study. Focusing on the Critical Review school's humanistic educational thought and practice, the dissertation discusses its position and contribution in the history of modern Chinese higher education in detail.The dissertation consists of eight chapters.Chapter I:introduction. This part indicates that previous academic studies on the Critical Review school are abundant, while there are also some deficiencies, like the imbalance of studies on the members and related universities of the Critical Review school, and neglect of this school's educational practice. This chapter also discusses and defines certain core concepts, and introduces the outline of the dissertation and some important historical materials.Chapter II focuses on Chinese students studying in the United States in modern times and the rudiment of the Critical Review school. Main members of this school were edified by the traditional humanistic education of China in their early years. Most of them attended university in the United States, and were influenced by the New Humanism of Irving Babbitt, a professor at Harvard University. They advocated "study for humanity" and opposed scientism, which laid the intellectual foundation of the Critical Review school's formation.Chapter III mainly discusses the Critical Review school's educational views and its teaching activities at Southeast University. The publication of the Critical Review in 1922 marked the appearance of the Critical Review school on the stage of modern Chinese higher education. On the one hand, this school promoted the humanistic educational tradition of China. On the other hand, its members actively introduced Babbitt's New Humanism. They differed greatly from most of their contemporary scholars in viewpoints. As to the setup of modern Chinese higher education, Peking University and Southeast University were the two most outstanding universities in 1920s. The former was famous for radicalization, and the latter insisted on conservatism. As the representative of Southeast University's faculty, the Critical Review school also showed its own style in teaching.Chapter IV focuses on the scatter and recombination of the members of the Critical Review school. Influenced by various factors, the members of the Critical Review school scattered around 1924. They taught at universities like Northeastern University, Tsinghua University and Central University until the eve of Anti-Japanese War. This period might be called the low ebb of the Critical Review school, while there were still some bright spots. For instance, the Academy of Chinese Learning of Tsinghua University directed by Wu Mi had a great reputation in educational circles, and the journal National Ethos published by members of the Critical Review school at Central University also had considerable influence.Chapter V mainly discusses the rejuvenation of the Critical Review school at Chekiang University. In April 1936, Zhu Kezhen, the famous scientist, also the former professor at Southeast University, was appointed president of Chekiang University. A large number of the Critical Review school members were appointed to Chekiang University thereafter. During the Anti-Japanese War, the Critical Review school actively carried out humanistic education at this University. Mei Guangdi, dean of the School of Liberal Arts, stressed the cultivation of generalist. Guo Binhe, head of the Department of Chinese Literature, emphasized classical Chinese teaching. Zhang Qiyun, head of the Department of History and Geography, advocated the unity of history and geography. Their propositions and practice are valuable as well as colorful. Thought and Times, the journal founded by the Critical Review school, even became an important and influential academic platform in the rear area during Anti-Japanese War.Chapter VI specially discusses Chung Cheng University under the leadership of Hu Xiansu. In August 1940, Hu Xiansu was appointed president of the newly established National Chung Cheng University, becoming the only scholar of the Critical Review school serving as the president of a national university. Hu Xiansu reformed in various aspects during his tenure, and tried to make a closer connection between national culture and politics. However, he still couldn't escape the domination of political power, and was forced to resign in 1944, leaving experience and lessons worthy of reflection.Chapter VII mainly narrates the curtain call of the Critical Review school. Due to incompatible personalities and dissimilar political views, contradiction inside the Critical Review school arose during the Anti-Japanese War. Furthermore, the death of Mei Guangdi at the end of 1945 caused the second division of the Critical Review school. Thereafter, Guo Binhe went to Central University, and Wu Mi chose to teach at Wuhan University. Eventually, the Critical Review school went with the wind in the surging tide of the times.Chapter VIII:conclusion. This part mainly discusses the humanistic educational thought, educational achievements and limitation of the Critical Review school, pointing out that personality perfection and cultural inheritance are the core ideas of its humanistic educational thought. The Critical Review school reflected on the humanistic educational tradition of China as well as inheriting it. By absorbing Babbitt's New Humanism, this school also established an organic connection with the humanistic educational tradition of the West. Influenced by various factors, the Critical Review school did not get expected results in personality education and classical Chinese teaching, while it made fruitful efforts in exploring the patterns of humanistic education. Through curriculum planning and course teaching on levels of university, department and individual, the Critical Review school brought forceful challenge to the tendency of scientism and the pattern of specialist training in modern higher education.