Exploration of Chinese social education under the influence of Japanese social education theory, 1912–1949

The special historical stage of the Republic of China exposed many social problems: government corruption, social unrest, economic decay, and cultural shock, etc. Chinese academics began to look abroad for excellent educational theories to change the Republic of China’s predicament, and social education became one of the reference objects at that time. The academic concept of social education originated in Germany and deeply influenced the development and evolution of social education in the Republic of China after being introduced to Japan. Japanese social education theory influenced the early social education of the Republic of China, followed by Europe and the United States. The Republic of China’s special historical background and educational needs made social education the focus of educational circles during this period. The influence of Japanese social education theory on the Republic of China has greatly changed the all-around understanding of social education in Chinese academic circles. Taking three of Japan’s influential social education works as examples, this paper aims to clarify their infiltration and changes in the conceptual definition, institutional setting, and methodological approaches to social education in China. The influence of Japanese social education theory on China is all-encompassing, laying the theoretical foundation and practical guidance for the “Chinalization of social education”. At the same time, a comparison of Chinese and foreign social education reveals that there is still room for improvement in Chinese social education. Therefore, tracing the origin of social education theory in China is of great significance to formulating social education laws, creating social education majors, and constructing social education disciplines in China in the future.