Eventos Académicos, 39 ISCHE. Educación y emancipación

Tamaño de fuente: 
The May 4th Movementfrom the Perspectiveof Emotional History:College Student,Teacher and Their Emotions
Deng Lingyan

Última modificación: 2017-07-17


With a new perspective,this study is to restore the emotional drive, emotional attachment, emotional masking and emotionalsublimation behind the revolution. After the end of the first World War, Paris Peace Conferencetrampled on China's sovereignty, Chinese diplomatic snobbery and the German rights in Shandong transferred to Japan. The news brought into domestic people, made the college student strong dissatisfactory and angry. Soimmediately students hold a protest in Beijing on May 4th, 1919. The article is focusedon emotions of studentsand teachers in the May 4th Movement. On the one hand, there are a lot of emotional factors between students’demonstrations, petitions, strikes, violence and other group participation. On the other hand, some teacher sympathized student but didn't support students' strike because of academic loss, while some teachers take this chance of strike to put pressure on the Northern Government for salary arrears. Inaddition, the university or college were in a dilemma whose mission were educate and protect their students. Certainly, there is a fact that the emotiondifferent between teachersgroupand studentsgroup. And they hold different emotional cognition, caused different emotionalreaction, made different historical influence and meaning. To understanding of sympathy, this article uses a lot of historical document written bythe May 4th Movementwitness, such as notes, letters and memoirs, thus empathy and analysis emotions of students, teachers and principals during the May 4th Movement, such as angry,madness,hope,fear,confusion,contradiction,etc.Although the reason plays a substantial role in the movement, but from the beginning to the end, the surging emotionsdriven,andchanged the May 4th Movement, definedthe revolution.