Dong Kinh Nghia Thuc - A historical lesson for modern educational reform.

Published in September 2008 (Vietnam National University, Hanoi Publishing House), this 395-page book is a collection of 30 papers presented by authors at the conference.100 years of the Dong Kinh Nghia Thuc school and the current educational reform in Vietnam.“The conference took place on May 22, 2007 at the University of Social Sciences and Humanities. The papers were arranged according to two main themes: 1. Dong Kinh Nghia Thuc and educational reforms in history; 2. The current educational reform in Vietnam.”

Introduction by Professor Dinh Xuan Lam

On the occasion of the 100th anniversary of the founding of the Dong Kinh Nghia Thuc School in Hanoi (1907-2007), the University of Social Sciences and Humanities (Vietnam National University, Hanoi) organized a scientific conference entitled "100 Years of Dong Kinh Nghia Thuc School and the Current Educational Reform in Vietnam". Numerous researchers and lecturers from within and outside the university enthusiastically participated and submitted papers to the conference organizers on two themes:

- Dong Kinh Nghia Thuc and educational reforms in history

- The current state of educational reform in Vietnam

In the cultural and educational history of our country, the Dong Kinh Nghia Thuc school holds a particularly important position and has had a profound influence as a new type of school in the early 20th century, a shining highlight of Vietnamese education, and moreover, a significant cultural, ideological, and political movement in our national liberation revolution at the beginning of the century.

A truly unique phenomenon in the political, cultural, and educational life of our people at this time was that, simultaneously, under the impact of the colonial exploitation intensified by the French after the armed struggle under the banner of the Can Vuong movement was brutally suppressed – this being the first wave of colonial exploitation – the economic and social structures of Vietnam underwent changes, albeit in their early stages, yet creating conditions for new ideological currents – most recently, bourgeois ideology – to flood in from outside. Due to the immature social stratification of Vietnam at this time, the patriotic intellectuals with progressive tendencies, who recognized the disastrous failure of feudal Confucian scholarship, eagerly embraced the new (bourgeois) scholarship from the West via China and Japan. The goal of progressive patriotic scholars at this time was to "enlighten the people, uplift their spirit, and improve their lives," leading to a prosperous nation and a strong country, ultimately achieving self-reliance and independence. This explains the simultaneous emergence of numerous private schools from the South to the North, some early, some late, some numerous, some few, but almost everywhere. Some had a wide influence, others narrow, but all shared the common goal of educating and disseminating new ideas, fostering and promoting patriotism, and creating a widespread movement among the people, all within the context of the cultural reform and ideological renewal of the time. Of course, Hanoi, with its long historical tradition and as the capital of the Indochina Federation during the French colonial period, held a leading position in the movement. Therefore, the Dong Kinh Private School, with its vibrant and diverse activities, played a significant role and had a profound influence, representing the pinnacle of the nationwide movement at that time. Therefore, it's not just Vietnam that celebrates the 100th anniversary of the founding of Dong Kinh Nghia Thuc; foreign countries also organize scientific conferences about this historical school in Vietnam. The scientific conference on Dong Kinh Nghia Thuc held in Aix-en-Provence (France) in early May 2007, with the participation of scientists and educators from Vietnam and many other countries around the world, is a prime example.

Another point that needs to be raised – and this is also a new aspect in scientific thinking – is that historical research should not only aim to glorify, of course, glorifying the heroic and noble aspects of national history to foster legitimate pride among the people and the nation, but also, and more importantly, to learn from and draw lessons from history. The second theme of the conference commemorating the 100th anniversary of the founding of the Dong Kinh Nghia Thuc school at the University of Social Sciences and Humanities, Vietnam National University, Hanoi, is to connect the Dong Kinh Nghia Thuc school of the early 20th century to the current educational reform in Vietnam, drawing lessons on building a learning society model, educational management, the socialization of education, and educational reform. It is thought that these are urgent tasks to bring Vietnamese education to a new level, capable of meeting the enormous demands of Vietnam in the era of integration and development.

This is also the great wish and earnest aspiration of the editorial board of "100 Years of Dong Kinh Nghia Thuc and the Current Educational Reform in Vietnam" when sending this conference proceedings to our dear readers both at home and abroad.

Hanoi, June 2008
Professor Dinh Xuan Lam