试论19世纪孟加拉地区的教育发展
发布时间：2019-03-29 08:48
【摘要】： 孟加拉地区作为被英国人统治最早且时间最长的地区,其在19世纪的教育变迁和发展是殖民地印度的教育从传统转向现代的缩影。本文将分两部分来阐述这一发展过程,并在第三部分对这一进程加以评析。 文章的第一部分阐述孟加拉地区的传统教育及现代教育萌芽两个问题。传统教育在孟加拉主要是印度教教育和伊斯兰教教育,适应前现代孟加拉社会文化的发展,有效维护了社会的稳定。普拉西战役后的约半个世纪里,孟加拉社会近代化趋势越来越明显,各阶级对新型教育的需求应时而生,现代教育由此萌芽。 第二部分阐述盂加拉现代教育在19世纪的起步与初步发展。这一时期,孟加拉的现代教育受到更多重视,获得了难得的发展机遇。19世纪前半期,孟加拉的教育初步制度化,整体上有所进展;19世纪后半期,孟加拉构建起较为完整的现代教育体系,现代教育得以初步发展。 第三部分从殖民当局为主导、与当地宗教-社会改革联系紧密和呈现诸多层面的不平衡三方面评析19世纪孟加拉现代教育发展进程,得出结论:殖民当局与社会改革家未能找到合适的体制和足够的本土教育资源,导致孟加拉现代教育从开端便表现出诸层面的不平衡。
[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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：K354
本文编号：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.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：K354
【引证文献】
相关硕士学位论文 前1条
1 王振华;论罗宾德拉纳特·泰戈尔的和谐教育思想[D];陕西师范大学;2012年
，本文编号：2449358
本文链接：https://www.wllwen.com/shekelunwen/xifanglishiwenhua/2449358.html
最近更新
教材专著
