| After the "September 18 th Incident",the powers intensified their penetration,aggression,and encirclement of China's frontier regions.China's frontier crisis was unprecedentedly severe.In the process of building a unified modern Chinese nation state,especially after the outbreak of the Comprehensive Anti-Japanese War,the National Government moved west to accompany the capital Chongqing to strengthen and build the western anti-Japanese base areas.The government officials also realized the importance of strengthening national border management,enhancing national border modernization and quickening the border construction,which triggered the frontier construction and development boom in 1930 s and 1940 s.It was in this background that the Frontier Education Commission,which coordinated the planning of frontier education,came into being.The Frontier Education Commission(referred to as the "Border Church")organized six sessions from 1939 to 1946,providing suggestions for frontier education.It had a significant impact on the development of frontier education,modern transformation of frontier society,and cultural construction during The Period of Comprehensive Anti-Japanese War.And frontier social education was not only a pioneer in the development of frontier education,but also an important aspect that the Border Church paid close attention to and vigorously promoted.Through the collation and analysis of the previous Reports of the Meetings of the Frontier Education Commission(referred to as Reports of the Meetings of the Frontier Church),it was found that there were about 265 proposals from the Frontier Education Commission,of which the proposals related to social education in the Frontier were about 122 cases,accounting for 46%.The teaching categories of the proposals on social education concerned people's real life and mainly involved economics,politics,popularization of science and culture,medical care,livestock production,movies,pictures,sports,music,etc.The teaching contents were becoming more and more detailed with the development of education and the frequency of conferences.What's more,the Three People's Principles ran through the whole time;the principle of "seeking blending,seeking adaptation" adapted to local conditions and times,with moral education as the center;and instead of harming border citizen,inter-ethnic relationship were improved and promoted gently.Frontier Social Education Commission observed the Chapter 6 of the Three People's Principles of Education,Promotion of Frontier Education Program and Implementation Program of Frontier Youth Education and Personnel Administration,and Outline of Implementing Social Education on Frontiers,and followed superiors' spiritual guidance.The methods of implementing frontier social education mainly included: organizing frontier patrol education groups;setting up public education venues such as public education halls,science museums,and libraries to implement social education;editing public reading materials and setting up Life Guidance office.Although there was no clear distinction between frontier social education funds and frontier education funds,the funds mainly came from three channels: local selffunded central discretionary subsidies,central special funds,and most of the funds raised by the central government.Teachers in frontier social education came from various places,mainly consisting of teachers and students in frontier schools and monks in frontier temples,personnel from the Central Government of the National Government,and intellectuals who were interested in frontier education.In addition,frontier social education was closely related to frontier monastery education and frontier school education.All Frontier Education Commission members suggested that temples and schools should also conduct social education to form a radial cultural education center and radiate social education to the surrounding areas.In short,the content of proposals of the Frontier Society Education was complete and widely-covered.It enhanced the development of border social education,changed the people's education concept,widened people's horizons,and deepened border citizens' trust toward the central government.However,due to war and the social environment of the frontiers,frontier social education faced such problems as the lack of teaching talents,resources,and funds during The Period of Comprehensive Anti-Japanese War,which greatly restricted the implementation and development of frontier social education. |
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