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John Dewey and Chinese Education
A Centennial Reflection
Series:
This book celebrates the centennial of Deweyâs visit to China (1919â1921). Reflecting on the history of Deweyâs visit is critical to understanding Chinaâs modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Deweyâs students at Columbia University. This study also helps us to critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on current conflicts. Deweyâs thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present.
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that thereâs some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that thereâs some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
Zhang Huajun is an Associate Professor of Education at Beijing Normal University. Her major publications are on philosophy of education and teacher education in English and Chinese, including John Dewey, Liang Shuming and Chinaâs Education Reform: Cultivate Individuality (Lexington, 2013).
Jim Garrison is a Professor of Philosophy of Education at Virginia Tech University. Although he has widely published in many fields, his specialty is pragmatism, especially the pragmatism of John Dewey. Jim has books and papers in eleven languages.
Jim Garrison is a Professor of Philosophy of Education at Virginia Tech University. Although he has widely published in many fields, his specialty is pragmatism, especially the pragmatism of John Dewey. Jim has books and papers in eleven languages.
Acknowledgements
List of Images and Tables
1 The Revival of Confucian Education in Study Halls and Academies
â1.1âConfucian Education Emerging from Historical Discontinuities
â1.2âPopular Confucian Revival and Agency in the Classics-Reading Movement
â1.3âWang Caigui and the Movementâs Underlying Intellectual Construction
â1.4âLinks to the Confucian Revival on Political and Academic Levels
2 Dynamics of Utopianism: Confucian Visions in Response to Social Problems
â2.1âCriticism of Public Education and Its Historical Derivation
â2.2âCriticism of Society and the Classics as a Solution
â2.3âPersonal Experiences and Turning Points to Classics-Reading Education
â2.4âGroup Solidarity in Classics-Reading Activities
3 Grounding Classics-Reading Education in Ideal Learning Environments
â3.1âNature, Naturality, and the Ideal Physical Environment for Education
â3.2âThe Family, Parenting, and Ideal Social Environments for Education
4 Self-Cultivation and a Regulated Lifestyle in Study Halls and Academies
â4.1âElements of Classics-Reading Practice
â4.2âShaping the Body and Forming the Self: Rules and Discipline
â4.3âThe Spiritual Dimension of Life in Study Halls and Academies
5 The Movementâs Political Implications and Potential for Social Change
â5.1âThe Child in Classics-Reading Education: Empowered or Lacking a Future?
â5.2âThe Adult Activist: Potential and Limits of Social Change
Appendix
References
List of Images and Tables
1 The Revival of Confucian Education in Study Halls and Academies
â1.1âConfucian Education Emerging from Historical Discontinuities
â1.2âPopular Confucian Revival and Agency in the Classics-Reading Movement
â1.3âWang Caigui and the Movementâs Underlying Intellectual Construction
â1.4âLinks to the Confucian Revival on Political and Academic Levels
2 Dynamics of Utopianism: Confucian Visions in Response to Social Problems
â2.1âCriticism of Public Education and Its Historical Derivation
â2.2âCriticism of Society and the Classics as a Solution
â2.3âPersonal Experiences and Turning Points to Classics-Reading Education
â2.4âGroup Solidarity in Classics-Reading Activities
3 Grounding Classics-Reading Education in Ideal Learning Environments
â3.1âNature, Naturality, and the Ideal Physical Environment for Education
â3.2âThe Family, Parenting, and Ideal Social Environments for Education
4 Self-Cultivation and a Regulated Lifestyle in Study Halls and Academies
â4.1âElements of Classics-Reading Practice
â4.2âShaping the Body and Forming the Self: Rules and Discipline
â4.3âThe Spiritual Dimension of Life in Study Halls and Academies
5 The Movementâs Political Implications and Potential for Social Change
â5.1âThe Child in Classics-Reading Education: Empowered or Lacking a Future?
â5.2âThe Adult Activist: Potential and Limits of Social Change
Appendix
References
The primary audience for this book are students and scholars in Asian and China studies, international relations, Comparative education, Dewey studies, Philosophy, History, and Politics.