The Educational Revolution in ChinaU.S. Office of Education, Institute of International Studies, 1973 - 52 pages |
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academic activists AGRICULTURAL UNIVERSITY basic bourgeois Chairman Mao Changchun Chinese Education Chinese language Chou Ta Hsueh Chung Kuo courses Cultural Revolution curriculum discussion DRCC earlier editorial educa educational revolution educational system emerging established factories Fan Ta Hsueh farm Hangchow Harbin higher educational institutions Hsueh Hsiao Hung Ch'i Ibid included INDUSTRIAL UNIVERSITY intellectuals issue Jen Min Jih Jih Pao K'o Ta Hsueh Kung Yeh Lanchow leadership mainland China major Mao Tse-tung Mao's ideas Mao's writings Maoist mass media material MEDICAL UNIVERSITY middle school NORMAL UNIVERSITY Nung organization Party Central Committee Pei Ching Peking University period primary schools Propaganda Teams Red Guards reform regime's reported resume classes revolutionary rural areas schools and colleges SCMM secondary level senior middle Shanghai Shih Fan student body students and teachers study of Mao's Teng Tientsin tion tional Tsinghua University workers and peasants Yeh Ta Hsueh Yi K'o young
Popular passages
Page 16 - It is very necessary for educated young people to go to the countryside to be re-educated by the poor and lowermiddle peasants. Cadres and other people in the cities should be persuaded to send their sons and daughters who have finished junior or senior middle school, college or university to the countryside. Let us mobilize. Comrades throughout the countryside should welcome them.
Page 15 - In carrying out the proletarian revolution in education, it is essential to have working class leadership; it is essential for the masses of workers to take part and, in cooperation with Liberation Army Fighters, bring about a revolutionary three-in-one...
Page 6 - While their main task is to study, they should in addition to their studies, learn other things, that is, industrial work, farming and military affairs. They should also criticize the bourgeoisie. The period of schooling should be shortened, education should be revolutionized, and the domination of our schools by bourgeois intellectuals should by no means be allowed to continue.
Page 15 - It is still necessary to have universities; here I refer mainly to colleges of science and engineering. However, it is essential to shorten the length of schooling, revolutionize education, put proletarian politics in command and take the road of the Shanghai Machine Tools plant in training technicians from among the workers. Students should be selected from among workers and peasants with practical experience and they should return to production after a few years study.
Page 8 - Tse-tung, of making education serve proletarian politics and having education integrated with productive labor, so that those who get an education may develop morally, intellectually and physically and become socialist-minded, cultured laborers.
Page 16 - The majority or the vast majority of the students trained in the old schools and colleges can integrate themselves with the workers, peasants and soldiers, and some have made inventions or innovations; they must, however, be reeducated by the workers, peasants and soldiers under the guidance of the correct line, and thoroughly change their old ideology.
Page 15 - The workers' propaganda teams should stay permanently in the schools and take part in fulfilling all the tasks of struggle-criticism-transformation in the schools, and they will always lead the schools. In the countryside, the schools should be managed by the poor and lowermiddle peasants — the most reliable ally of the working class.
Page 6 - Those representatives of the bourgeoisie who have sneaked into the Party, the Government, the Army and various spheres of culture are a bunch of counter-revolutionary revisionists. Once conditions are ripe, they will seize political power and turn the dictatorship of the proletariat into a dictatorship of the bourgeoisie.
Page 27 - the enemy rots with each passing day, while for us things are getting better day by day" are borne out by a growing volume of facts.
Page 13 - Guards who were reluctant to return to school — namely, that resuming classes while working out changes was a "reformist" rather than a "revolutionary" approach — was still a real problem. In response, the editorial compromised by concluding: Letting class resume and carrying out revolution means teaching in the course of criticism and repudiation, learning in the course of criticism and repudiation. It means putting "destruction" first with "construction