Wu Degang, the author of A Survey on the Education in Tibet, has been engaged in the research of education theory policy and administration for a long time. Based on his doctoral dissertations research, he completed the book, incorporating his experiences as vice director of Education Bureau of Tibet and president of the Tibet Education Association.
The book is completed on the basis of the author’s on-the-spot investigations of all institutes of higher learning, secondary vocational schools and senior high schools, about three quarters of junior high schools and one third of six-grade primary schools in Tibet after he traveled all prefectures, cities and counties in Tibetan Autonomous Region, incorporating his investigation reports, related thinking and the survey materials during his work in Tibet. The book collected the main achievements of the author’s investigations and the study of education situation in Tibet over nearly 20 years. The content mainly includes three aspects: Part One includes 19 special survey reports, which are prepared on the basis of many on-the-spot investigations and the analysis of the status quo of education in Tibet at the turn of the century from different perspectives. Part Two includes 16 independently completed articles on his work study. These theses reflect to some extent his rational thinking on the education in Tibet. Part Three includes the first-hand records of the author’s on-the-spot investigations in Tibet, reflecting the real pictures of education in different areas of Tibet. The content of the book is compiled in chronological order, characterized by the continuity of the development of education. The book has obvious features in terms of both content and style. It has not only the important reference value to the research on education in Tibet, but also the significance in the methodologies of research in education.
The book has not only compelling logic but also complete system, covering almost every aspect of education in Tibet, from history, status quo, existing problems and restraining factors, to sustainable development strategies and counter-measures. The book is generally recognized by specialists as a monograph of systematic research of regional education in China at present. Academically, it is no doubt an education monograph with higher theoretical level. In particular, the author’s research approach to pedagogy, ethnology, anthropology and religious studies are worth learning. All these highlight the theoretic features of the book.
The book is formed on the basis of the author’s field survey of many years. Methodologically, these surveys were made without confining themselves to the specific and complicated phenomena concerning the education in Tibet, but were made to examine the internal development law of education in Tibet from an overall perspective. By combining the theoretical investigation with education practice in a close and organic way, the book clearly reflects the author’s process of thinking of the education reform and development in Tibet as well as his good style of study.(By Zhi Xue,Wang Ai) |
