ABSTRACT
The ideology of revolution has many implications for Chinese education. The general assumption is that all individuals have some contribution to make and that it is education in both the broad sense of social relations and in the more narrow sense of the classroom that makes this possible. Chinese communist ideology combined with the historical-cultural and material problems inherited from the pre-1949 era to produce certain tensions as the Party began the process of constructing a new educational system. On October 1, 1949, the proclamation of the People' s Republic of China signaled the virtual completion of the "Liberation" phase of the Chinese revolution. There followed a period of consolidation, reconstruction, and reform, and then a transition to socialist or at least collective forms of ownership of the means of production. The conference announced a large-scale expansion of China' s secondary schools under the shortened curricular format and called for a large increase in the number of primary-and secondary-school teachers.
