Timothy B. Weston
- Published in print:
- 2004
- Published Online:
- March 2012
- ISBN:
- 9780520237674
- eISBN:
- 9780520929906
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520237674.003.0003
- Subject:
- History, Asian History
The imperial government's focus on education for the purpose of training servants of the state left a vacuum that was swiftly filled by the private efforts of the Jiangnan elite. Zhang Baixi declared ...
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The imperial government's focus on education for the purpose of training servants of the state left a vacuum that was swiftly filled by the private efforts of the Jiangnan elite. Zhang Baixi declared that the Imperial University needed to have a vibrant translation bureau. Many of the officials Zhang hired and upon whom he relied for advice—Shen Zhaozhi, Li Xisheng, Zhang Heling, Zeng Guangquan, and Zhao Congfan—were closely aligned with Wang Kangnian, one of the leading reformers of 1898. The transitional character of the university's culture is addressed. The Qing government faced a delicate and challenging situation—a large-scale, patriotic, and highly emotional student movement spreading across the country, in direct violation of the state's ban on student interference in politics. Zhang Zhidong's reorganization and domestication of the university is then discussed. It was Zhang had secured a grant of two million taels that permitted its further development.Less
The imperial government's focus on education for the purpose of training servants of the state left a vacuum that was swiftly filled by the private efforts of the Jiangnan elite. Zhang Baixi declared that the Imperial University needed to have a vibrant translation bureau. Many of the officials Zhang hired and upon whom he relied for advice—Shen Zhaozhi, Li Xisheng, Zhang Heling, Zeng Guangquan, and Zhao Congfan—were closely aligned with Wang Kangnian, one of the leading reformers of 1898. The transitional character of the university's culture is addressed. The Qing government faced a delicate and challenging situation—a large-scale, patriotic, and highly emotional student movement spreading across the country, in direct violation of the state's ban on student interference in politics. Zhang Zhidong's reorganization and domestication of the university is then discussed. It was Zhang had secured a grant of two million taels that permitted its further development.
Timothy B. Weston
- Published in print:
- 2004
- Published Online:
- March 2012
- ISBN:
- 9780520237674
- eISBN:
- 9780520929906
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520237674.003.0002
- Subject:
- History, Asian History
Western learning is an omnibus term, used to refer to academic subjects studied in Europe, the United States, and, more recently, Japan. Sun Jia'nai implied that educational reform itself required a ...
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Western learning is an omnibus term, used to refer to academic subjects studied in Europe, the United States, and, more recently, Japan. Sun Jia'nai implied that educational reform itself required a reorganization of China's approach to systems of knowledge. In his plan, it was understood that the university would be oriented toward the production of talent for official use and that its students would go to work for the government upon graduation. Liang Qichao proposed that Chinese and Western learning be stressed equally and that Western learning be a portion of what the Imperial University students study, but not the whole. Liang's plan suggested the prospect of a new conceptualization of modernity, one that differed from the dominant Western model then sweeping the globe. The politics and the opening of the Jingshi daxuetang are elaborated. Conservative officials still managed to find fault with the Jingshi daxuetang.Less
Western learning is an omnibus term, used to refer to academic subjects studied in Europe, the United States, and, more recently, Japan. Sun Jia'nai implied that educational reform itself required a reorganization of China's approach to systems of knowledge. In his plan, it was understood that the university would be oriented toward the production of talent for official use and that its students would go to work for the government upon graduation. Liang Qichao proposed that Chinese and Western learning be stressed equally and that Western learning be a portion of what the Imperial University students study, but not the whole. Liang's plan suggested the prospect of a new conceptualization of modernity, one that differed from the dominant Western model then sweeping the globe. The politics and the opening of the Jingshi daxuetang are elaborated. Conservative officials still managed to find fault with the Jingshi daxuetang.
L.W.B. Brockliss
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780199243563
- eISBN:
- 9780191778698
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199243563.001.0001
- Subject:
- History, British and Irish Modern History
The book is a history of the University of Oxford from its beginnings in the late eleventh century until the present. Emphasis is placed on the fact that Oxford’s history has been one of ...
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The book is a history of the University of Oxford from its beginnings in the late eleventh century until the present. Emphasis is placed on the fact that Oxford’s history has been one of discontinuity as much as continuity by the division of the book into four parts. Part I, ‘The Catholic University’, explores Oxford in the centuries before the Reformation when it was principally a clerical studium serving the western church. Part II, ‘The Anglican University’, covers 1534 to 1845, when Oxford was confessionally closed, trained the next generation of Church of England ministers, and acted as a finishing school for sons of the well-to-do. Part III, ‘The Imperial University’, traces the emergence of a new Oxford over the next hundred years which was still elitist but now non-confessional, open to women as well as men, took students from all round the Empire, and was held together at least until 1914 by a novel concept of Christian service. Part IV, ‘The World University’, takes the story from 1945 to the present, and charts Oxford’s development as a modern meritocratic and secular university with a commitment to high-quality academic research. Throughout the book, Oxford’s history is placed in the wider context of the history of higher education in Britain, Europe, and the world. This shows how singular the University has been in many regards for most of its history, and how it has had to negotiate creatively with outside forces, especially the state, to be master of its own destiny.Less
The book is a history of the University of Oxford from its beginnings in the late eleventh century until the present. Emphasis is placed on the fact that Oxford’s history has been one of discontinuity as much as continuity by the division of the book into four parts. Part I, ‘The Catholic University’, explores Oxford in the centuries before the Reformation when it was principally a clerical studium serving the western church. Part II, ‘The Anglican University’, covers 1534 to 1845, when Oxford was confessionally closed, trained the next generation of Church of England ministers, and acted as a finishing school for sons of the well-to-do. Part III, ‘The Imperial University’, traces the emergence of a new Oxford over the next hundred years which was still elitist but now non-confessional, open to women as well as men, took students from all round the Empire, and was held together at least until 1914 by a novel concept of Christian service. Part IV, ‘The World University’, takes the story from 1945 to the present, and charts Oxford’s development as a modern meritocratic and secular university with a commitment to high-quality academic research. Throughout the book, Oxford’s history is placed in the wider context of the history of higher education in Britain, Europe, and the world. This shows how singular the University has been in many regards for most of its history, and how it has had to negotiate creatively with outside forces, especially the state, to be master of its own destiny.
Chu Ming-kin
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9789888528196
- eISBN:
- 9789882205543
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888528196.001.0001
- Subject:
- History, Political History
This book addresses the politics of higher education in Imperial China during the Northern Song period (960-1127). How did different political agents -- namely emperors, scholar-officials, teachers ...
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This book addresses the politics of higher education in Imperial China during the Northern Song period (960-1127). How did different political agents -- namely emperors, scholar-officials, teachers and students -- interact in shaping the Imperial University and compete over different agendas? Earlier studies often conceived the Imperial University as a static institution and framed questions within the context of institutional and social history. Building on recent insights/developments in new political history, this book is distinctive for its emphasis on the fluid political processes shaping institutional changes and the interaction of the people involved. Based on a close reading of the surviving records of court archives, chronological accounts and biographical materials of individual agents, the author shows the agendas behind the structures and regulations of the Imperial University and the ways in which they actually functioned, among them the assertion of autocratic rule, the elimination of political opposition, and the imposition of strict morality. Competitions and negotiations over these agenda, the author proposes, lead to changes in educational policies, which did not occur in a linear or progressive fashion, but rather back-and-forth due to ongoing resistance.Less
This book addresses the politics of higher education in Imperial China during the Northern Song period (960-1127). How did different political agents -- namely emperors, scholar-officials, teachers and students -- interact in shaping the Imperial University and compete over different agendas? Earlier studies often conceived the Imperial University as a static institution and framed questions within the context of institutional and social history. Building on recent insights/developments in new political history, this book is distinctive for its emphasis on the fluid political processes shaping institutional changes and the interaction of the people involved. Based on a close reading of the surviving records of court archives, chronological accounts and biographical materials of individual agents, the author shows the agendas behind the structures and regulations of the Imperial University and the ways in which they actually functioned, among them the assertion of autocratic rule, the elimination of political opposition, and the imposition of strict morality. Competitions and negotiations over these agenda, the author proposes, lead to changes in educational policies, which did not occur in a linear or progressive fashion, but rather back-and-forth due to ongoing resistance.
Peter Duus and Kenji Hasegawa
- Published in print:
- 2011
- Published Online:
- March 2012
- ISBN:
- 9780520268432
- eISBN:
- 9780520950375
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520268432.003.0004
- Subject:
- History, American History: 20th Century
This chapter discusses how the Japanese viewed the outside world after the victory of America and its allies in World War I. It reports that the war “to make the world safe for democracy” had toppled ...
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This chapter discusses how the Japanese viewed the outside world after the victory of America and its allies in World War I. It reports that the war “to make the world safe for democracy” had toppled the autocratic regimes such as imperial Germany, which Meiji leaders had sought as models, and had thrust the United States to the front of the world stage. The chapter points out that America had become a cultural, economic, and diplomatic force which had to be reckoned with as never before, and notes that it was no accident that in 1918, the year the war ended, the first professorial chair in American studies was established at Tokyo Imperial University. It observes that although naive notions of America as a republic of virtue had faded, the political values associated with American democracy—individualism, equality, freedom, public debate, and fair play—still attracted intellectuals across a wide spectrum.Less
This chapter discusses how the Japanese viewed the outside world after the victory of America and its allies in World War I. It reports that the war “to make the world safe for democracy” had toppled the autocratic regimes such as imperial Germany, which Meiji leaders had sought as models, and had thrust the United States to the front of the world stage. The chapter points out that America had become a cultural, economic, and diplomatic force which had to be reckoned with as never before, and notes that it was no accident that in 1918, the year the war ended, the first professorial chair in American studies was established at Tokyo Imperial University. It observes that although naive notions of America as a republic of virtue had faded, the political values associated with American democracy—individualism, equality, freedom, public debate, and fair play—still attracted intellectuals across a wide spectrum.
Minae Mizumura
- Published in print:
- 2015
- Published Online:
- November 2015
- ISBN:
- 9780231163026
- eISBN:
- 9780231538541
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231163026.003.0005
- Subject:
- Literature, Criticism/Theory
This chapter examines the formation and development of Japanese universities in the nineteenth century and their role in the creation of a national literature. It also analyzes the novel, Sanshirō ...
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This chapter examines the formation and development of Japanese universities in the nineteenth century and their role in the creation of a national literature. It also analyzes the novel, Sanshirō (1908), by Natsume Sōseki, who was one of Japan's earliest novelists who studied at the Tokyo Imperial University, the setting of the novel. Sanshirō serves as an analysis of the historical necessity for national literature to thrive during a time of rapid modernization. The chapter argues that one of the characters of the novel, Professor Hirota, embodies the futility of pursuing Western scholarship in the Japanese language, and that this futility is imposed by the historical dynamics of modernity, manifesting itself in the linguistic asymmetry. What Sōseki avoided was repeating the ideas of Western teachers in Japanese, thus acting as a mere conduit to Japanese nationalism.Less
This chapter examines the formation and development of Japanese universities in the nineteenth century and their role in the creation of a national literature. It also analyzes the novel, Sanshirō (1908), by Natsume Sōseki, who was one of Japan's earliest novelists who studied at the Tokyo Imperial University, the setting of the novel. Sanshirō serves as an analysis of the historical necessity for national literature to thrive during a time of rapid modernization. The chapter argues that one of the characters of the novel, Professor Hirota, embodies the futility of pursuing Western scholarship in the Japanese language, and that this futility is imposed by the historical dynamics of modernity, manifesting itself in the linguistic asymmetry. What Sōseki avoided was repeating the ideas of Western teachers in Japanese, thus acting as a mere conduit to Japanese nationalism.