The philosophical foundations of Nguyen Truong To's educational reform and its implications for contemporary higher education in Vietnam
Tu Duy Do – Phuong Thi Hong Nguyen
DOI: 10.18355/XL.2024.17.03.05
Abstract
Our essay examines the philosophical underpinnings of the educational reform strategy of Nguyen Truong To (1828-1871), a key actor in the late 19th-century national reform movement in Vietnam. His recommendations, which were distinguished by their methodical and thorough approach, covered a wide range of societal topics, including politics, economics, culture, military affairs, and, most significantly, education. The idea of "authentic learning," which emphasizes the integration of practical knowledge with goals for national growth and sovereignty preservation, was central to his reform plan. In light of Vietnam's historical development, this paper reexamines Nguyen Truong To's educational philosophy, emphasizing both its ongoing relevance and fresh viewpoints on innovative educational practices. In this study, the fundamental ideas of his "authentic learning" philosophy are reexamined and interpreted, along with its possible benefits and points of reference clarified. We also analyze their potential for the evolution of higher education in modern Vietnam.
Key words: Educational Innovations in Vietnam, Nguyen Truong To's Educational Philosophy, Philosophical Foundations of Educational Reform, Pragmatism in Vietnamese Higher Education
Pages: 50- 63
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