Abstract: Introduction After fifty-one years as a Japanese protectorate, at end of second World War Taiwan was returned China in August 1945 as part of Cairo Declaration. (1) During time of Japanese protectorate, education was efficiently developed in Taiwan, whereby the educational authorities redoubled their efforts foster Japanese national spirit and assimilate Formosans [Taiwanese] Japan. (2) After 1945 however, Chinese educational authorities tried reform colonial Japanese government's education system in Taiwan. This involved adapting educational system that used in China provide same educational opportunities people of Taiwan. (3) During 1946, second director of Education Bureau for Taiwan, Fan Shou-Kang, demanded that education be on Chinese culture and that Japanese language must be forbidden beginning in September. (4) This was a significant transformation, as Japanese language had been compulsory in Taiwan since 1895. With reference education, Fan indicated an intent: To destroy imperial colonialist education by Japanese, develop nationalist education as used in Republic of China and achieve following principles: use of Chinese language, opportunity in education, and promotion of consciousness of motherland and concept of Three Principles of People (5) in peoples' mind in Taiwan. (6) Opinions differ as educational significance of this period. C. T. Chen stated that when government of mainland China took over Taiwan, one of most important tasks was implementing reforms pre-existing educational strategies. This occurred because Taiwanese suffered from a complete lack of Chinese culture and language during period of Japanese protectorate. There was emphasis on fulfilling an equal opportunity in education: [because] during Japanese protectorate, Taiwanese could only study until secondary school level, [and] were not allowed study some subjects such as literature and history. (7) L. Y. Yeh believed that this period was turning point of Taiwanese contemporary school education and that: to explore secondary school education in this period was not only understand educational and social phenomenon but also recognize social change in future. (8) The music scholar C. H. Hsu, describing his feeling on first assembly following end of Japanese protectorate period, stated: will never forget when I stood on ground at school assembly in high school, and I saw flag rising up flag-pole as we sang National Flag by Huang-Tsu for first time. Since then, National Flag has been sung everyday around Taiwan. This is very significant because music in Taiwan has returned music of Chinese nation. (9) In 1949, government of Chiang Kai-Shek was established in Taiwan. An abundance of musicians and music educators from mainland China flocked Taiwan and collaborated with local musicians initiate a new era in Taiwanese music. (10) Hsu reviewed teaching structures from this period and argued that transfer from Japanese Chinese involved a significant change in cultural content, although provided a similar level of knowledge of basic standards. For example, songs used in had differences of style and culture between Chinese and Japanese versions. Hsu considered that, with return to motherland, Taiwan would be encouraged by Chinese contemporary music culture and develop national Taiwanese music. (11) S. Y. Ou criticized the edition of textbooks stating that it was based on advantage and purposes of governor. He articulated that both Japanese protectorate and Republic of China did same when they took over. (12) Nevertheless, music continued be used as a vehicle for change, in style and lyrics of selected songs. …
Publication Year: 2003
Publication Date: 2003-10-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 3
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