本文選題：印第安人 + 強(qiáng)制同化��； 參考：《東北師范大學(xué)》2012年博士論文

【摘要】：19世紀(jì)70年代到20世紀(jì)20年代，美國聯(lián)邦政府開展了以“強(qiáng)制性”為主要特征、旨在“文明開化”土著美國人的同化教育運動。為實現(xiàn)在一代人之內(nèi)將蒙昧的印第安人融入白人文明社會的目標(biāo)，政府于1889年出臺了強(qiáng)制同化印第安人教育政策。政府大力興辦同化教育政策實施的主體保留地外寄宿學(xué)校，通過加大經(jīng)費投入，實行強(qiáng)迫性教育、唯英語教育和工業(yè)技能培訓(xùn)，，向印第安下一代灌輸白人的價值觀和道德思想，包括英語的威力、自立意識、個人主義、財產(chǎn)觀、愛國主義和基督教文明等。 由于印第安下一代被置于唯英語環(huán)境下的印第安保留地外寄宿學(xué)校，原有傳統(tǒng)文化徹底瓦解，而白人的世界觀又無法取而代之，因此，接受強(qiáng)制同化教育的印第安下一代失去了人生信仰和文化歸屬感。同時，隨著政策的的逐步推行，一系列難以解決的現(xiàn)實問題接踵而來，與印第安事務(wù)有關(guān)的政府部門官僚作風(fēng)盛行，政府官員和學(xué)校雇員腐敗嚴(yán)重，學(xué)校管理者采取嚴(yán)重摧殘學(xué)生身心健康的軍事模式和體罰形式管理學(xué)生，教育內(nèi)容與學(xué)生離校之后的生活又相去甚遠(yuǎn)，等等。一些民間機(jī)構(gòu)、印第安人事務(wù)專家、接受強(qiáng)制同化教育的印第安人、政府官員和公眾的反對呼聲越來越強(qiáng)烈，1928年，政府被迫承認(rèn)政策的失敗，長達(dá)50年的強(qiáng)制同化教育政策宣告終結(jié)。 旨在快速全面同化印第安人的強(qiáng)制同化教育政策的本質(zhì)是文化侵略和文化毀滅，它違反了道義和人性，其目標(biāo)違背了文化多元化發(fā)展的總體趨勢，因此失敗的后果是不可避免的。 論文共分四章： 第一章，闡述了強(qiáng)制同化印第安人教育政策的思想根源、理論基礎(chǔ)及時代背景，揭示了同化教育政策出臺的歷史必然性，它反應(yīng)了始終在美國白人意識形態(tài)中起主導(dǎo)作用的歐洲白人文明是文明的高級形態(tài)而印第安文明是落后文明，需要被進(jìn)步與先進(jìn)文明徹底摧毀并取代的思想，所以被社會印第安人事務(wù)專家所推崇，同時它也代表了當(dāng)時美國政府的現(xiàn)實需求，需要安撫在過去的印第安政策中受傷害甚至摧殘的印第安民族，幫助他們成為自食其力的社會群體，塑造聯(lián)邦政府在美國少數(shù)民族中開明睿智、寬宏仁慈的形象，將印第安人手中的剩余土地盡收囊中，徹底消除印第人對國家政治經(jīng)濟(jì)發(fā)展的隱患。 第二章，討論了強(qiáng)制同化印第安人教育政策的制訂、內(nèi)容與實施目標(biāo)。分析了政策出臺前十幾年中政府所做的一系列準(zhǔn)備工作，概述了同化教育政策的總體原則及內(nèi)容要點，指出聯(lián)邦政府和社會印第安人事務(wù)專家同化教育政策的宏大既定目標(biāo)：通過印第安同化教育將白人的價值觀、道德觀、知識、語言和生活方式全部灌輸給印第安下一代，要他們變成白人，以期加快整個印第安民族的文明開化進(jìn)程，最經(jīng)濟(jì)有效、最根本地解決印第安人問題，并為分地政策的貫徹執(zhí)行和相關(guān)法律體系的有效推行提供根本保障。 第三章，論述了強(qiáng)制同化印第安人教育政策的實施模式�？偨Y(jié)了政策的實施措施，包括增加教育經(jīng)費投入，實行強(qiáng)迫教育，實行唯英語教育，大力發(fā)展印第安學(xué)校尤其是保留地外寄宿學(xué)校等，其中保留地外寄宿學(xué)校的大力發(fā)展和唯英語教育的強(qiáng)制推行是強(qiáng)制同化印第安人教育政策的主要特征，證明了該時期聯(lián)邦政府印第安教育政策的本質(zhì)：讓印第安下一代遠(yuǎn)離印第安傳統(tǒng)文化的影響，讓他們像白人一樣思維，讓他們只會說白人的語言，做白人做的事情，讓印第安人徹底實現(xiàn)文化變遷，徹底被同化到白人主流文化當(dāng)中。 第四章，剖析了以寄宿學(xué)校教育和唯英語教育為主要特征的強(qiáng)制同化印第安人教育政策實施的效果及失敗的必然性。美國政府投入大量人力、物力、財力對印第安人實施強(qiáng)制同化教育，但通過受教育的一代人快速同化印第安人的目標(biāo)遠(yuǎn)未實現(xiàn)，因為政策無視各民族以自身的民族性存在的價值，無視民族成員個體的意愿。面對事實，政府終止了強(qiáng)制同化印第安人教育政策的執(zhí)行。
[Abstract]:From 1870s to 1920s, the United States federal government carried out the "compulsory" as the main feature to "civilize" the assimilation education movement of indigenous Americans. In order to achieve the goal of integrating the ignorant Indians into the white civilized society within a generation, the government introduced compulsory assimilation of Indian Education in 1889. Policy. The main body of the government to vigorously promote the implementation of the assimilation education policy is to retain the outside boarding schools. By increasing the funding, forcing education, only English education and industrial skills training, it instills the values and moral ideas of the white people to the next generation of Indian, including the power of English, self-reliance, individualism, property outlook, and patriotism. And Christian civilization, etc.
Since the next generation of Indian is placed in an English - only environment of Indian, the original traditional culture is completely disintegrated, and the world view of the white people can not be replaced. Therefore, the next generation of Indian, who accepts the compulsory assimilation education, has lost the belief in life and the sense of culture. The difficult to solve practical problems ensue, the bureaucratic style of government departments related to Indian affairs prevails, the corruption of government officials and school employees is serious. The school administrators take the military model and the form of corporal punishment that seriously destroy the physical and mental health of the students to manage the students, and the content of the education is far from the life after the students leave school, and so on. In 1928, the government was forced to recognize the failure of the policy and the 50 year compulsory assimilation education policy was terminated.
The essence of the compulsory assimilation education policy aimed at rapidly and comprehensively assimilating the Indians is cultural aggression and cultural destruction. It violates moral and human nature. Its goal is contrary to the general trend of cultural pluralism, so the consequences of failure are inevitable.
The thesis is divided into four chapters.
The first chapter expounds the ideological root, the theoretical basis and the background of the compulsory assimilation of the Indian education policy, and reveals the historical inevitability of the introduction of the policy of assimilation education. It reacts the European white civilization which has always played a leading role in the white ideology of the United States as the advanced form of civilization and that the Indian civilization is a backward civilization. The thought that was completely destroyed and replaced by progress and advanced civilization was admired by the experts of the Indian Affairs of the society. At the same time, it also represented the actual needs of the American government at that time, and needed to appease the Indian people who had been injured or destroyed in the past Indian policies, helping them to become a social group of self-reliance and to shape the Federation. The government is wise and benevolent among the ethnic minorities in the United States, with a generous and benevolent image of the remaining land in the hands of the Indians to completely eliminate the hidden dangers to the political and economic development of the state.
The second chapter discusses the formulation, content and goal of compulsory assimilation of Indian education policy. It analyzes a series of preparatory work done by the government in more than ten years before the introduction of the policy, summarizes the general principles and contents of the policy of assimilation education, and points out that the great policy of assimilation education of the federal government and the experts of the social Indian affairs is not only great. Target: through the assimilation education of Indian, the values, ethics, knowledge, language and life style of the white people are instilled to the next generation of Indian, and they should be turned into white people in order to speed up the civilization process of the entire Indian nation, the most economical and effective, the most fundamental solution of the problems of the Indians, and the implementation of the land policy and the implementation of the policy. The fundamental guarantee for effective implementation of relevant legal system is provided.
The third chapter discusses the implementation mode of compulsory assimilation of Indian education policy, and summarizes the implementation measures of the policy, including increasing the investment of education funds, implementing forced education, implementing English only education, developing Indian schools, especially the reservation of foreign boarding schools, and so on, which retain the vigorous development of the outside boarding schools and the only English teaching. The compulsory education is the main feature of the compulsory assimilation of Indian education policy, which proves the essence of the federal government's education policy in Indian at the time: let the next generation of Indian keep away from the influence of the traditional culture of Indian, make them think like white people, let them speak only white language, do what Whites do, and make Indians thorough. At the bottom, cultural change is completely assimilated into the mainstream culture of white people.
The fourth chapter analyzes the effect and inevitability of the implementation of compulsory assimilation Indian education policy, which is mainly characterized by the education of boarding schools and the only English education. The American government has invested a large number of manpower, material and financial resources to carry out compulsory assimilation education to the Indians, but the goal of fast assimilating Indians through the educated generation is far away. It has not been realized, because the policy disregard the values of all ethnic groups in their own nationality and disregard the wishes of the individual members of the ethnic groups. Facing the facts, the government has terminated the enforcement of compulsory assimilation of the Indian education policy.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：K712;G571.2

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本文編號：1890234