試論19世紀孟加拉地區(qū)的教育發(fā)展
發(fā)布時間：2019-03-29 08:48
【摘要】： 孟加拉地區(qū)作為被英國人統(tǒng)治最早且時間最長的地區(qū),其在19世紀的教育變遷和發(fā)展是殖民地印度的教育從傳統(tǒng)轉向現(xiàn)代的縮影。本文將分兩部分來闡述這一發(fā)展過程,并在第三部分對這一進程加以評析。 文章的第一部分闡述孟加拉地區(qū)的傳統(tǒng)教育及現(xiàn)代教育萌芽兩個問題。傳統(tǒng)教育在孟加拉主要是印度教教育和伊斯蘭教教育,適應前現(xiàn)代孟加拉社會文化的發(fā)展,有效維護了社會的穩(wěn)定。普拉西戰(zhàn)役后的約半個世紀里,孟加拉社會近代化趨勢越來越明顯,各階級對新型教育的需求應時而生,現(xiàn)代教育由此萌芽。 第二部分闡述盂加拉現(xiàn)代教育在19世紀的起步與初步發(fā)展。這一時期,孟加拉的現(xiàn)代教育受到更多重視,獲得了難得的發(fā)展機遇。19世紀前半期,孟加拉的教育初步制度化,整體上有所進展;19世紀后半期,孟加拉構建起較為完整的現(xiàn)代教育體系,現(xiàn)代教育得以初步發(fā)展。 第三部分從殖民當局為主導、與當?shù)刈诮?社會改革聯(lián)系緊密和呈現(xiàn)諸多層面的不平衡三方面評析19世紀孟加拉現(xiàn)代教育發(fā)展進程,得出結論:殖民當局與社會改革家未能找到合適的體制和足夠的本土教育資源,導致孟加拉現(xiàn)代教育從開端便表現(xiàn)出諸層面的不平衡。
[Abstract]:Bangladesh, as the earliest and longest dominated region by the British, its educational change and development in the 19th century is the epitome of the transition from traditional education to modern education in colonial India. This paper will be divided into two parts to explain the process of development, and in the third part of the process of evaluation. In the first part of this paper, two problems of traditional education and modern education in Bangladesh are discussed. Traditional education is mainly Hindu education and Islamic education in Bangladesh. It adapts to the development of pre-modern Bangladeshi society and culture and effectively maintains the stability of society. About half a century after the Battle of Prassi, the modernization trend of Bangladeshi society became more and more obvious, and the demand of various classes for the new type of education came into being at the same time, and the modern education began to sprout. The second part expounds the beginning and preliminary development of modern education in the 19th century. During this period, Bangladesh's modern education received more attention and gained a rare opportunity for development. In the first half of the 19th century, Bangladesh's education was initially institutionalized and made progress as a whole; In the second half of the 19th century, Bangladesh established a relatively complete modern education system, and modern education developed initially. The third part analyzes the development of modern education in Bangladesh in the 19th century from three aspects: the colonial authorities, closely linked to the local religious-social reform, and showing various levels of imbalance, the third part analyzes the development of modern education in Bangladesh in the 19th century. It is concluded that the failure of colonial authorities and social reformers to find a proper system and adequate local educational resources has led to an imbalance in modern education in Bangladesh from the beginning.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：K354
本文編號：2449358
[Abstract]:Bangladesh, as the earliest and longest dominated region by the British, its educational change and development in the 19th century is the epitome of the transition from traditional education to modern education in colonial India. This paper will be divided into two parts to explain the process of development, and in the third part of the process of evaluation. In the first part of this paper, two problems of traditional education and modern education in Bangladesh are discussed. Traditional education is mainly Hindu education and Islamic education in Bangladesh. It adapts to the development of pre-modern Bangladeshi society and culture and effectively maintains the stability of society. About half a century after the Battle of Prassi, the modernization trend of Bangladeshi society became more and more obvious, and the demand of various classes for the new type of education came into being at the same time, and the modern education began to sprout. The second part expounds the beginning and preliminary development of modern education in the 19th century. During this period, Bangladesh's modern education received more attention and gained a rare opportunity for development. In the first half of the 19th century, Bangladesh's education was initially institutionalized and made progress as a whole; In the second half of the 19th century, Bangladesh established a relatively complete modern education system, and modern education developed initially. The third part analyzes the development of modern education in Bangladesh in the 19th century from three aspects: the colonial authorities, closely linked to the local religious-social reform, and showing various levels of imbalance, the third part analyzes the development of modern education in Bangladesh in the 19th century. It is concluded that the failure of colonial authorities and social reformers to find a proper system and adequate local educational resources has led to an imbalance in modern education in Bangladesh from the beginning.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：K354
【引證文獻】
相關碩士學位論文 前1條
1 王振華;論羅賓德拉納特·泰戈爾的和諧教育思想[D];陜西師范大學;2012年
，本文編號：2449358
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