LIANG QICHAO’S VIEWS ON THE DEVELOPMENT OF PEDAGOGICAL EDUCATION IN CHINA

Abstract

This article explores the historical and philosophical development of teacher education in China, with a particular focus on Liang Qichao’s contributions. It begins by highlighting China’s long tradition of valuing education, from ancient teachings to modern reforms, noting the pioneering work of educators like Kong Qiu and Han Gui. However, it was Liang Qichao who first formalized teacher training in the late Qing Dynasty. His 1896 publication «On Teacher Training» laid the foundation for establishing teacher training colleges in China, addressing both the inadequacies of the existing system and the essential need for reforms to cultivate high-quality educators. This reform, rooted in his patriotism and desire to strengthen China, aimed at improving teacher qualifications and instilling moral and intellectual values in educators. The article further delves into the core of Liang Qichao’s teacher education philosophy, emphasizing his vision of a specialized, multi-tiered teacher education system. Liang proposed a comprehensive, three-level educational structure consisting of normal teacher training schools, higher teacher training schools, and teacher training universities. He stressed the importance of teacher quality and believed that education should aim to produce "new people" who could adapt to the changing needs of society. His notion of "new people" was a blend of traditional Chinese values and Western ideals, aiming to foster a generation of well-rounded, morally upright citizens capable of contributing to national progress. The article examines Liang’s curriculum proposal for teacher education, which blended both Chinese and Western educational practices. Liang advocated for a curriculum that incorporated classical Chinese learning, Western scientific knowledge, and practical teaching methods. He emphasized the need for teachers to foster individuality in students, encourage critical thinking, and connect education with societal needs. His progressive views on teacher training marked a significant shift in Chinese education, shaping the trajectory of teacher education institutions in the country.