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The Institutionalisation of School and National Integraton in Modern French

现代法语中的学校制度化与民族融合

基本信息

批准号：
04802005
负责人：
OYAMA Tsutomu
金额：
$ 0.77万
依托单位：
KYUSHU UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

项目摘要

In France, the monopoly of education by the church began to be severely criticized in the moddle of the 18th century. After the Revolution of 1789, there had been cotroversy between church and state on the subject of the securalisation of educational system. This education struggle ended up with the institutionalisation of the three great principles of education modernisation, namely, gratuitousness, obligation and securalisation in the Third Republic.In this research, I explained as positively as possible the whole processes of the institutionalisation and national integration. From the internally dynamic history, I tried to illuminate how charasterically the construction of French modern state was determined by the transformation process from an affaire of Church to an affaire of State of the education. While analysing many research materials. I found that the ideas of French Revolution penetrated the various forms of modernisation. Consequently, it can be rightly said that the ideas … More of 1789 contributed to not only the destruction of the Ancien Regime , but also the construction of the Regime Moderne. The concepts of educational reformation, which playd great leading parts during the period of the French Revolution, survived several changes of the forms of government to complete the institutionalisation of the three great principles of educational modernisation in the Third Republic.The educational policies had been caried out as practical measures to meet radically changing situations of political, social and economic structures caused by industrialisation and introduction of universal suffrage. In the long changing process, the educational formation based on humanistic intelligence underwent gradual changes and the professional education was developped to promote the formation of technolojical intelligence in response to industrialisation. In the hitorical context. I could give an objective explanation of the internal substantiation processes of the construction of French modern state. Less

在法国，教会对教育的垄断从世纪开始受到严厉批评。1789年革命后，教会和国家在教育制度安全化问题上发生了激烈的斗争。这场教育斗争最终以第三共和国教育现代化的三大原则--无偿、义务和安全--的制度化而告终。在这项研究中，我尽可能积极地解释了制度化和民族融合的整个过程。本文试图从法国近代教育史的内在动力出发，说明法国近代国家的建构是由教会事务向国家事务的转变过程所决定的。在分析许多研究材料时。我发现法国大革命的思想渗透到各种形式的现代化中。因此，可以正确地说， ...更多信息 1789年的革命不仅摧毁了旧政权，而且建立了现代政权。在法国大革命时期起主导作用的教育改革思想，在第三共和国时期经历了几次政体的变革，完成了教育现代化三大原则的制度化。教育政策的实施是为了适应政治、经济、文化等方面急剧变化的形势而采取的实际措施。工业化和普选制度所造成的社会和经济结构。在这一漫长的变革过程中，以人文智能为基础的教育形态逐渐发生变化，职业教育的发展促进了技术智能的形成，以应对工业化。在历史背景下。对法国现代国家建构的内在实体化过程作出客观的解释。少