Международная научная конференция ЮВА в СПбГУ-65

Международная научная конференция, посвященная 65-й годовщине начала изучения языков ЮВА в нашей стране 370 Nguyen Huu Phuc 1. Education is considered a central content of colonial policy Because of its extremely favorable geographical location, an important strategic point in trade and defense between the Indian Ocean and the Pacific Ocean, which is adjacent to many of the region's rich resources, very early, Dutch and British colonists tried to invade Indonesia and Malaysia. After a period of fierce competition with other Western colonial countries, by means of diplomacy and force, Britain controlled and monopolized Malaysia and the Netherlands became the dominant ruler in Indonesia second half of the nineteenth century. Isolated in an unfamiliar country, what both the British and the Dutch needed was political stability; there was a qualified human force and the necessary loyalty for the colonial government apparatus, the domesticity and gratitude of the indigenous people to the colonial government. In their calculations, all plans to spread Western religion and civilization and, most importantly, assimilation policy will be hindered when education policy is not deeply ingrained in colonial lands. Together with the operations, all these desires were given to the educational cause by the British and the Dutch themselves. Prior to the arrival of the British and the Dutch, traditional education in Malaysia and Indonesia took place in the form of Quran classes conducted by Muslim clerics. “This education system only teaches subjects about religion; teaching the Qur'an, preaching, shariat Islamic law along with other Islamic customs and traditions ... Islamic classes are often held in cathedrals or chapels run by religious dignitaries, who understand the Qur'an in charge”  1 . Because education focuses on religion, scientific knowledge and secular subjects are not mentioned in these Islamic schools. Aware of this, both the British and the Dutch gradually set upWestern-style education, moving toward replacing the traditional education that has existed for centuries. It can be said that through education to spread and assimilate culture is one of the main goals of British imperialism and Dutch colonialism. The 1 Pham Thi Vinh (1992), Islamic Education and Development in Southeast Asia, Southeast Asia Research Society , Vol. 4, p. 55.