John Dewey’s Democratic Education and its Influence on Pedagogy in China 1917-1937

Description

Lei Wang researches John Dewey’s pedagogical influence on the historical context of China and compares his observations and his basic democratic approach with the concepts and practical implementation of his Chinese students. As a result, it turns out that the spread of pragmatic philosophy in China was accompanied by reductionism, misunderstandings, Confucian doctrine and nationalism and that Dewey’s reform proposals can open a democratic perspective on current challenges in Chinese society. On the occasion of the 100th anniversary of Dewey’s research trip to China, the author emphasizes the contemporary significance of his work. The results of her study can clarify and correct errors that continue to have effect today. Front Matter ....Pages I-XX Introduction (Lei Wang)....Pages 1-7 Person, works and basic idea of John Dewey (Lei Wang)....Pages 9-42 Historical background and Dewey’s observations on China (Lei Wang)....Pages 43-83 Deweys stay in China (Lei Wang)....Pages 85-105 Limitations, misunderstandings and translation errors (Lei Wang)....Pages 107-121 Deweys Lectures in China (Lei Wang)....Pages 123-185 Dewey’s influence on pedagogical professions (Lei Wang)....Pages 187-210 Tao Xingzhi’s concept for the reconstruction of the rural region (Lei Wang)....Pages 211-231 Hu Shi’s concept for the renewal of Chinese culture (Lei Wang)....Pages 233-252 The decline of Dewey’s influence (Lei Wang)....Pages 253-262 Review and Outlook (Lei Wang)....Pages 263-284 Conclusion (Lei Wang)....Pages 285-290 Back Matter ....Pages 291-329