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Abstract
Since the founding of the modern Chinese state in 1949 until the end of the century, China has mobilised and experienced several social/political movements and economic transformations. Entering the twenty-first century, China's repositioning within the global context has brought about its new national policy and blueprint to build a socialist harmonious society. Using some leading ideologies as criteria, the central administration and leadership can primarily be clustered into three phases, which divides Chinese contemporary history into roughly three developmental periods. Historically, Chinese adult education has served as an effective means of resolving the nation's political, socioeconomic, and educational issues with the exception of some damages and interruptions experienced during the political movements of the Great Leap Forward in the 1950s and the Cultural Revolution in the 1960s. The development of Chinese adult education has also reflected China's economic boom and social advancement. This paper, presenting the three main periods of China's development under three different administrations and leaderships, reviews the historical development of Chinese adult education, examines how the purposes and roles of adult education have been adjusted and modified within certain social contexts, serving the nation's needs, and reflects on some issues and discusses future trends.
EL DESARROLLO DE LA EDUCACIÓN DE PERSONAS ADULTAS EN CHINA EN SUS CONTEXTOS SOCIALES: UNA REVISIÓN DESDE 1949 EN ADELANTE
Resumen
Desde Ia fundación del moderno Estado chino en 1949 hasta finales de siglo China se ha movilizado y experimentado diversas transformaciones económicas y diferentes movimientos sociales y políticos. Ai entrar en el siglo XXI, el reposicionamiento de China dentro del contexto global ha dado lugar a una nueva política nacional y se han diseñado ios planos para Ia construcción de una sociedad armoniosa socialista. Tomando algunas de las principales ideologías como criterio, en una primera instancia Ia administración y los liderazgos centrales pueden ser agrupados en tres fases que dividen a grandes rasgos Ia historia contemporánea de China en tres períodos de desarrollo. Históricamente, Ia educación de personas adultas en China ha servido como un método efectivo para resolver los temas nacionales políticos, socioeconómicos y educativos, con excepción de algunas interrupciones y quiebres experimentados durante los movimientos políticos del Gran Salto Adelante en los años cincuenta y Ia Revolución Cultural de ios años sesenta, El...
