Tightening Control of Campuses: Enhanced Disciplinary Measures
The Nationalist government considered the students involved in the 228 Incident to be unable to distinguish right from wrong and ignorant about their priorities and the situation of the country, which resulted in their undisciplined demeanor. To rectify students’ behavior and the atmosphere on campus, and to set an example for them, it was necessary to strengthen the school's disciplinary measures. The government mandated that schools always conduct earnest self-assessments and implement substantial improvements. Nonchalance and repeating past mistakes were not acceptable.
Guidelines for Implementing Disciplinary Measures at Provincial Secondary Schools and Tertiary Institutions in Taiwan Province
1. Explain the essentials of the late Founding Father’s teaching and the Director-General’s speeches, the recent progress of our nation, as well as the history and spirit of the national revolution. This is to fortify youth’s belief in the Three Principles of the People.
2. Explain the long-standing history and geography of China, along with our extensive and elegant cultural heritage and decrees, to nurture a sense of national consciousness and identity.
3. Explain the relationship between Taiwan and its motherland, as well as the anti-Japanese efforts during the Japanese occupation period and various movements aimed at protecting Taiwan within mainland China. This is to help students understand that Taiwan was originally a part of Chinese territory, and that Taiwanese are the descendants of the Chinese nation.
4. Disclose the conspiracy of the enslaving education enforced by the Japanese government upon Taiwanese people in the past fifty years. This is intended to dissolve their blind worship for Japan and allow them to fully discover their mistakes and cleanse themselves of shame.
5. Describe the current global affairs and international situation, emphasizing the challenges that all nations have been confronting since the end of World War II. This is to allow students to realize that neither China nor Taiwan region is an exception encountering difficulties. Students’ perspective is expected to be broadened, gaining an accurate understanding of the current domestic and international situation.
6. Teach students the purpose of the 'four principles' and 'eight virtues,' guiding them to take actions that will motivate them to eliminate their improper traits and develop an accurate perspective on life and society.
7. Thoroughly rectify arrogant and presumptuous speech and behaviors. Only through this process can students engage in self-reflection and have the courage to make amends. Consistently instill in them the Chinese moral principles of “loyalty and forgiveness,” “to improve yourself and assist others in their self-improvement,” “to achieve your goals and help others achieve their goals,” and “to treat all people and things equally,” so that they can be open-minded.
8. Clarify that Chinese immigrants came to Taiwan with the aim of contributing to the construction of a new Taiwan, similar to how residents of Taiwan migrate to different provinces within mainland China. This explanation aims to reduce any geographical biases among students and promote solidarity.
9. Nourish the students’ sense of justice so that they can distinguish between right and wrong and make appropriate choices.
10. Enhance training in “logic” so that students can acquire correct observation and sound judgement, eliminating wrongful thoughts.
11. Inspire and diligently cultivate students' proper understanding of freedom, enabling them to attain lawful and rational freedom.
12. Strengthen correct opinions which promote social punishments. Foster majority rule while rectifying the minority when they pose a threat to the majority. Moreover, support exceptional students in establishing democratic principles.
13. Eradicate the hazardous elements of enslaving education. Prohibit any immoral regulations, lifestyles, languages, and attire inherited from the Japanese era.
14. Taiwan is a province of China. Teachers and students must speak Mandarin Chinese and write Chinese characters.
15. Japanese books should undergo a time-limited review. Those that promote militarism, violate the late Founding Father’s teachings and the Director-General’s speeches, or contradict China’s national policies should be concealed or burnt with the approval of the Department of Education. Meanwhile, teachers should utilize their spare time to create essential reading materials for the youth – the “Clear and Comprehensible Booklet” – in order to supplement their insufficient knowledge.
16. Schools should establish an appropriate environment for disciplinary education and enhance language training to break down cultural barriers, facilitating the advancement of disciplinary education.
17. Reward loyal staff, students, and individuals who have taken courageous actions to defend justice. This is to allow these role models to be respected.
18. Thoroughly investigate rioters, enabling them to genuinely regret their actions, but do not adopt retaliatory measures.
19. To cleanse the education sector, report those who were collaborators with Japanese Imperialism and the villains who worked for the Japanization Association.
20. All schools should choose an appropriate time and instruct all students to compose a journal regarding their confession of the 228 Incident. (The Department of Education will specify and publish the journal-writing guidelines.) Examining students' reflections and behaviors is a crucial reference for implementing disciplinary education measures.
21. The truth about the 228 Incident and its solemn and accurate interpretation should be conveyed through written documents compiled and published by the Department of Education to ensure that students obtain a correct understanding.
22. Schools must ensure that students fully and genuinely appreciate the merciful compassion of Chairman Chiang, Minister Pai, and Officer Chen, and that students have an adequate understanding of Director Fan’s broadcast on the 228 Incident.
23. Students in senior high schools and higher educational institutions should receive military education and militarization management developed by the Department of Education. Junior High School students should receive Scout training. These measures are to foster a simple, modest, tidy, clean, serious, and efficient lifestyle as well as virtues such as responsibility and obedience to orders.
24. Enhance the class teacher system. Every school should cautiously select their class teachers and urge them to take on the responsibility of guiding the students. Furthermore, schools should align their progress of disciplinary education.
25. The class teacher system should be compatible with various training methods to ensure the synergistic effect of education and training.
26. Schools should conduct careful evaluations and make necessary adjustments to assess whether teachers of islander heritage can fulfill their roles as class teachers and providers of civic education.
27. When the school’s disciplinary education fails to be effective or adequate, measures for improvement should be discussed and implemented without delay or casualness.
28. Each principal should convene teachers and staff to thoroughly study the aforementioned measures before implementing them. Principals should urge their staff, particularly those of islander heritage, to fully understand and earnestly guide students for the best results.