This paper analyzes the positions formed by Taiwanese intellectuals regarding educational issues during the processes of “Assimilation” and “Sinicization” and examines how they sought to address these challenges. The study identifies and categorizes the problems highlighted by Taiwanese intellectuals under “Assimilation” education into two key concepts: “Dissemination” and “Effectiveness.” Furthermore, it explores how Taiwanese intellectuals responded to the “Sinicization” education in the immediate postwar period (1945-1947) and explains the activities aimed at solving educational issues, along with their historical significance. During the Japanese colonial period, under the “Assimilation” education system, Taiwanese people faced institutional discrimination in education, which hindered sufficient “Dissemination” of education compared to Japanese citizens. Moreover, the content and purpose of education focused solely on fostering a Japanese spirit, resulting in limited “Effectiveness” in helping Taiwanese adapt to real-life challenges. Recognizing these issues of “Dissemination” and “Effectiveness,” Taiwanese intellectuals criticized the flaws of “Assimilation” education, devised solutions, and engaged in independent activities to address these problems. After Japan’s defeat in World War II, Taiwanese intellectuals hoped that the issues of “Dissemination” and “Effectiveness” could be resolved under the educational policies of the Kuomintang government. Chen Yi, who held full authority over Taiwan’s governance, prioritized the eradication of the so-called “enslavement education” imposed during the Japanese colonial period and adopted “Sinicization” as a key educational policy. After liberation from Japanese colonial rule, Taiwanese people regained their status as “citizens of the Republic of China,” and the institutional discrimination in education was abolished. However, the KMT government viewed the Taiwanese as having been “enslaved” under prolonged colonial rule and argued that their full rights as citizens could not be granted until they were thoroughly “Sinicized” through “Sinicization” education. Taiwanese intellectuals opposed the “enslavement narrative” inherent in “Sinicization” education and the restrictions it imposed on the rights of Taiwanese people. To implement “Sinicization” education successfully, Chen Yi’s government reorganized and controlled various educational institutions, which significantly hindered the activities of Taiwanese intellectuals within educational organizations. Consequently, Taiwanese intellectuals sought to address educational issues by establishing private schools, with Yanping College emerging as the only private school founded by Taiwanese people in postwar Taiwan. It garnered significant support. However, the KMT government criticized Yanping College for allegedly promoting so-called “Taiwan centricism” and shut it down following the “February 28 Incident.” The closure of Yanping College serves as a representative example of how the efforts of Taiwanese intellectuals to resolve educational issues were thwarted under the KMT government’s “Sinicization” education policy.
Sung Jin Kim (Wed,) studied this question.