教育發展往往深受外在環境所制約，此種關聯性存於以往的歷史脈絡中。回顧清 朝時期的官方儒學制度可洞悉到此種法則，並且更進一步發現到政治勢力往往在外在環境中 扮演主要的影響因素。當台灣被納入清朝的版圖後，台灣的官方高等教育呈現出不同階段的 發展，早期狺於政治意識型態使惠，清朝並未積極的治理台灣，因此僅設立一府及三縣的官 方儒學。後來受到內、外主客觀因素的影響，清朝才開始積極開發台灣。外在因素是外國勢 力的入侵，使清朝意識到台灣的重要性。內在因素則是台灣本身的人口與經濟成長需求政府 提供更精細的科層體制服務。這些因素使清朝設置更多的府與縣行政單位，因而導引出官方 儒學的蓬勃發展。此種的發展模式顯示出政治對教育發展的高度主導性，而教育往往處於被 動地位的原因，在於當時社會情境較為封閉，因此政治與教育間的互動性往往需置於某一特 殊的社會情境中來進行檢視。

　　　　　Educational development tends to be conditioned by the unique natures of individual social contexts as witnessed by the development of official Confucian schools playing as the highest level of official educational system in Taiwan during the period of Ching Dynasty. Although Ching Dynasty conquered Taiwan, no substantial policies were introduced to enhance the degree of Taiwanese civilization in terms of education and other aspects. This is mainly because of political ideology seeing Taiwan as a crime island. Within such a context, a rather over-simplified administrative framework, one province and three counties, was created into Taiwan. As a result, the development of Confucian schools was constrained significantly. However, the interplay of inside and outside factors, such as population growth and the threat from oversea respectively, generated a considerable amount of pressure and, then, challenged the above conservative orientation. This new circumstance was able to reshape a new form of political ideology that shifted from conservative period to progressive era. Therefore, a more appropriate administrative framework was reorganized. This change, then provided a larger scope for the development of Confucian schools than the past. The above key points indicate that in terms of the interaction between educational development and political power, political ideology tends to play a stronger determining role than others. Examining this unique phenomenon, we should beware that political field in a feudal context tends to be everything. Therefore, it dominated educational development. Such a characteristic also suggest that education should be viewed as the result of a specific social context.