本文選題：近代早期　切入點：英國　出處：《首都師范大學》2007年碩士論文　論文類型：學位論文

【摘要】： 都鐸王朝和斯圖亞特王朝是英國由中世紀向近代社會的過渡和轉型時期,伴隨著經(jīng)濟發(fā)展和政治改革,英國社會的各個方面發(fā)生了急劇的變化,而大量貧民的出現(xiàn)成為亟待解決的問題,貧民教育也成為當時社會關注的焦點之一。本文分四個方面分析了近代早期英國貧民教育情況: 第一章首先明確貧困、貧民的概念以及近代早期英國社會對貧民的理解和界定,在此基礎之上闡述貧民的數(shù)量和貧困程度、貧民群體的構成、貧民的生活狀況和陷入貧困的原因,作為研究貧民教育的前提和基礎。 第二章論述近代早期英國貧民接受教育的情況。貧民教育的利弊成為當時社會爭論的問題,爭論的過程中逐漸形成了有利于貧民教育的思想觀念,貧民本身也表現(xiàn)出對教育的渴望。由于客觀條件的限制,貧民教育只能借助于外部力量來實現(xiàn),教會和學徒制是貧民教育的傳統(tǒng)場所,而慈善教育事業(yè)興辦的各類教育機構和場所包括慈善機構、慈善學校、貧民習藝所和星期日學校等成為這一時期貧民教育的主要場所,文法學校和大學等高等學校也為貧民教育提供了一定的機會。 第三章是對貧民教育的個案研究和對比研究。通過選取具有代表性的肯特郡的貧民教育作為微觀分析,約曼階層教育情況作對比,更為客觀清晰的認識英國的貧民教育。 第四章是對貧民教育成果的概括,并重點分析這一時期英國慈善事業(yè)快速發(fā)展的原因。通過識字率的研究看出這一時期的貧民教育取得了一定的成果,但是不宜夸大。成果的取得主要得益于這一時期慈善事業(yè)尤其是慈善教育事業(yè)的發(fā)展,并分析人們熱心于慈善事業(yè)發(fā)展的動機和原因。
[Abstract]:The Tudor and Stuart dynasties were the transition period from the Middle Ages to the modern society in England. With the development of economy and political reform, all aspects of the British society have undergone dramatic changes. However, the emergence of a large number of poor people has become an urgent problem, and the education of the poor has also become one of the focal points of the society at that time. This paper analyzes the situation of the education of the poor in the early modern times in England from four aspects:. The first chapter first clarifies the concept of poverty, the concept of the poor and the understanding and definition of the poor in the early modern British society, on the basis of which the number and the degree of poverty of the poor, the composition of the poor group are expounded. The living conditions of the poor and the causes of poverty are the premise and foundation of studying the education of the poor. The second chapter discusses the education of the poor in the early modern times in England. The pros and cons of the education of the poor became a controversial issue in the society at that time. In the course of the debate, the ideas in favour of the education of the poor were gradually formed. The poor themselves have shown a desire for education. Due to the limitations of objective conditions, the education of the poor can only be achieved by means of external forces. Churches and apprenticeships are the traditional places for the education of the poor. All kinds of educational institutions and places set up by charitable education, including charitable organizations, charitable schools, poor people's arts schools and Sunday schools, have become the main places for the education of the poor during this period. Grammar schools and universities and other institutions of higher learning also provide a certain opportunity for the education of the poor. The third chapter is a case study and a comparative study on the education of the poor. By selecting the representative education of the poor in Kent as a microscopic analysis, the author makes a comparison of the educational situation of the Yoman class and makes a more objective and clear understanding of the education of the poor in Britain. Chapter 4th is a summary of the educational achievements of the poor, with an emphasis on the reasons for the rapid development of British philanthropy in this period. Through the study of literacy rates, we can see that the education of the poor in this period has achieved certain results. However, it is not necessary to exaggerate. The achievements are mainly due to the development of charity, especially charity education, and the motivation and reason of people's enthusiasm for the development of charity.
【學位授予單位】：首都師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：K561.33

【引證文獻】

相關碩士學位論文 前1條

1 楊佳;英、美兩國再就業(yè)培訓的研究[D];福建農(nóng)林大學;2012年

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本文編號：1595569