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This paper studies different "Nu guo min(女國民)" cultivating theories embodied in the modern education system and in the media in Late Qing.
The intellectual class in the late Qing Dynasty tried to spread a spirit of nation-state through the concept of guo min and to establish a country which could stand tall on the international stage through guo min"s politicization.
The concept of nu guo min appears to have combined a spirit of nation-state with consciousness of women"s rights. It became a motivating force, offering a chance for education and to speak for themselves to women.
Guo min cultivating theory in late Qing was developed largely upon min zhi(民智)-centered and min quan(民權)-centered. Basically Eeffected by this frame, the nuguo min cultivating theory discoursed on nu xue(女學)-centered and nuquan(女權)-centered.
There appeared various divergences of passive nu xue-centered, active nuxue-centered, passive nu quan-centered, active and radical nuquan-centered in nuguo min cultivating theories Shuntian shibao(順天時報) and the Qing Dynasty thought traditional fe de(婦德) important, making the role of women limited to the home. But, LuBicheng(呂碧城) and Yan Bin(燕斌) expected to bring nu quan, serving each social activity which including participation in government, after women accomplished nuxue.
Zhang Zhu jun(張竹君) stressed self-supporting for exercise of nu quan. However, she ended in the backup indirectly during the revolution. Male intelligentsia, Jin Tianhe(金天?) and Liu Yazi(柳亞子) claimed female suffrage but they needed nu quan in aspiration for a revolution. On the other hand, Qiu Jin(秋瑾) and Lin Zongsu(林宗素) emphasized a active nu quan-centered theory that women threw into the revolution, also can join all national affairs.
Qing Dynasty"s educational policy couldn"t apply to all women, and the way of women’s resistance couldn"t explain a single formula. For that reason, discussions about the nu guo min cultivating theory were different from each other, and this constituted the roots of various images of women through Republican China, Peking Government, and Nanking Government.
The intellectual class in the late Qing Dynasty tried to spread a spirit of nation-state through the concept of guo min and to establish a country which could stand tall on the international stage through guo min"s politicization.
The concept of nu guo min appears to have combined a spirit of nation-state with consciousness of women"s rights. It became a motivating force, offering a chance for education and to speak for themselves to women.
Guo min cultivating theory in late Qing was developed largely upon min zhi(民智)-centered and min quan(民權)-centered. Basically Eeffected by this frame, the nuguo min cultivating theory discoursed on nu xue(女學)-centered and nuquan(女權)-centered.
There appeared various divergences of passive nu xue-centered, active nuxue-centered, passive nu quan-centered, active and radical nuquan-centered in nuguo min cultivating theories Shuntian shibao(順天時報) and the Qing Dynasty thought traditional fe de(婦德) important, making the role of women limited to the home. But, LuBicheng(呂碧城) and Yan Bin(燕斌) expected to bring nu quan, serving each social activity which including participation in government, after women accomplished nuxue.
Zhang Zhu jun(張竹君) stressed self-supporting for exercise of nu quan. However, she ended in the backup indirectly during the revolution. Male intelligentsia, Jin Tianhe(金天?) and Liu Yazi(柳亞子) claimed female suffrage but they needed nu quan in aspiration for a revolution. On the other hand, Qiu Jin(秋瑾) and Lin Zongsu(林宗素) emphasized a active nu quan-centered theory that women threw into the revolution, also can join all national affairs.
Qing Dynasty"s educational policy couldn"t apply to all women, and the way of women’s resistance couldn"t explain a single formula. For that reason, discussions about the nu guo min cultivating theory were different from each other, and this constituted the roots of various images of women through Republican China, Peking Government, and Nanking Government.
목차
Ⅰ. 序言
Ⅱ. 淸末의 國民養成論과 女性敎育
Ⅲ. ‘女國民’養成論의 分岐
Ⅳ. 結語
Abstract
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UCI(KEPA) : I410-ECN-0101-2013-912-001466922