近代早期英国贫民教育

发布时间：2018-03-10 23:39

本文选题：近代早期　切入点：英国　出处：《首都师范大学》2007年硕士论文　论文类型：学位论文

【摘要】： 都铎王朝和斯图亚特王朝是英国由中世纪向近代社会的过渡和转型时期,伴随着经济发展和政治改革,英国社会的各个方面发生了急剧的变化,而大量贫民的出现成为亟待解决的问题,贫民教育也成为当时社会关注的焦点之一。本文分四个方面分析了近代早期英国贫民教育情况: 第一章首先明确贫困、贫民的概念以及近代早期英国社会对贫民的理解和界定,在此基础之上阐述贫民的数量和贫困程度、贫民群体的构成、贫民的生活状况和陷入贫困的原因,作为研究贫民教育的前提和基础。第二章论述近代早期英国贫民接受教育的情况。贫民教育的利弊成为当时社会争论的问题,争论的过程中逐渐形成了有利于贫民教育的思想观念,贫民本身也表现出对教育的渴望。由于客观条件的限制,贫民教育只能借助于外部力量来实现,教会和学徒制是贫民教育的传统场所,而慈善教育事业兴办的各类教育机构和场所包括慈善机构、慈善学校、贫民习艺所和星期日学校等成为这一时期贫民教育的主要场所,文法学校和大学等高等学校也为贫民教育提供了一定的机会。第三章是对贫民教育的个案研究和对比研究。通过选取具有代表性的肯特郡的贫民教育作为微观分析,约曼阶层教育情况作对比,更为客观清晰的认识英国的贫民教育。第四章是对贫民教育成果的概括,并重点分析这一时期英国慈善事业快速发展的原因。通过识字率的研究看出这一时期的贫民教育取得了一定的成果,但是不宜夸大。成果的取得主要得益于这一时期慈善事业尤其是慈善教育事业的发展,并分析人们热心于慈善事业发展的动机和原因。
[Abstract]:The Tudor and Stuart dynasties were the transition period from the Middle Ages to the modern society in England. With the development of economy and political reform, all aspects of the British society have undergone dramatic changes. However, the emergence of a large number of poor people has become an urgent problem, and the education of the poor has also become one of the focal points of the society at that time. This paper analyzes the situation of the education of the poor in the early modern times in England from four aspects:. The first chapter first clarifies the concept of poverty, the concept of the poor and the understanding and definition of the poor in the early modern British society, on the basis of which the number and the degree of poverty of the poor, the composition of the poor group are expounded. The living conditions of the poor and the causes of poverty are the premise and foundation of studying the education of the poor. The second chapter discusses the education of the poor in the early modern times in England. The pros and cons of the education of the poor became a controversial issue in the society at that time. In the course of the debate, the ideas in favour of the education of the poor were gradually formed. The poor themselves have shown a desire for education. Due to the limitations of objective conditions, the education of the poor can only be achieved by means of external forces. Churches and apprenticeships are the traditional places for the education of the poor. All kinds of educational institutions and places set up by charitable education, including charitable organizations, charitable schools, poor people's arts schools and Sunday schools, have become the main places for the education of the poor during this period. Grammar schools and universities and other institutions of higher learning also provide a certain opportunity for the education of the poor. The third chapter is a case study and a comparative study on the education of the poor. By selecting the representative education of the poor in Kent as a microscopic analysis, the author makes a comparison of the educational situation of the Yoman class and makes a more objective and clear understanding of the education of the poor in Britain. Chapter 4th is a summary of the educational achievements of the poor, with an emphasis on the reasons for the rapid development of British philanthropy in this period. Through the study of literacy rates, we can see that the education of the poor in this period has achieved certain results. However, it is not necessary to exaggerate. The achievements are mainly due to the development of charity, especially charity education, and the motivation and reason of people's enthusiasm for the development of charity.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：K561.33

【引证文献】