Economic and Educational Development
One of the most notable features of Japanese rule in Taiwan was the "top-down" nature of social change. While local activism certainly played a role, most of the social, economic, and cultural changes during this period were driven by technocrats in the colonial government. With the Colonial Government as the primary driving force, as well as new immigrants from the Japanese Home Islands, Taiwanese society was sharply divided between the rulers and the ruled.
Under the constant control of the colonial government, aside from a few small incidents during the earlier years of Japanese rule, Taiwanese society was mostly very stable. While the tactics of repression used by the Colonial Government were often very heavy handed, locals who cooperated with the economic and educational policies of the Governor-General saw a significant improvement in their standard of living. As a result, the population and living standards of Taiwan during the 50 years of Japanese rule displayed significant growth.
Read more about this topic: Taiwan Under Japanese Rule
Famous quotes containing the words economic and, economic, educational and/or development:
“If in the earlier part of the century, middle-class children suffered from overattentive mothers, from being “mother’s only accomplishment,” today’s children may suffer from an underestimation of their needs. Our idea of what a child needs in each case reflects what parents need. The child’s needs are thus a cultural football in an economic and marital game.”
—Arlie Hochschild (20th century)
“The economic dependence of woman and her apparently indestructible illusion that marriage will release her from loneliness and work and worry are potent factors in immunizing her from common sense in dealing with men at work.”
—Mary Barnett Gilson (1877–?)
“Although good early childhood programs can benefit all children, they are not a quick fix for all of society’s ills—from crime in the streets to adolescent pregnancy, from school failure to unemployment. We must emphasize that good quality early childhood programs can help change the social and educational outcomes for many children, but they are not a panacea; they cannot ameliorate the effects of all harmful social and psychological environments.”
—Barbara Bowman (20th century)
“Women, because of their colonial relationship to men, have to fight for their own independence. This fight for our own independence will lead to the growth and development of the revolutionary movement in this country. Only the independent woman can be truly effective in the larger revolutionary struggle.”
—Women’s Liberation Workshop, Students for a Democratic Society, Radical political/social activist organization. “Liberation of Women,” in New Left Notes (July 10, 1967)