杜威在五四运动前后对中国的历史性访问极大地促进了中国社会与教育的民主化进程。他直接参与了1922年新学制与新课程改革，以及新教育改革。在中国面对启蒙与救亡两大历史主题的紧要关头，杜威的选择是：以启蒙为目的，为救亡而努力，像中国人那样思考，追求东方教育民主。在保守主义与激进主义两大思潮的对垒中，杜威选择了"第三哲学"，由此促进了中国式自由主义的发展。杜威的民主思想和教育哲学与我国百年教育改革的历史发展存在内在联系。杜威依然"活在"今日中国。创造性阐释杜威对我国在信息时代实现"东方启蒙"和"东方教育民主"具有重大意义。
John Dewey's historic visit to China during the period of May Fourth Movement in 1919 greatly promoted the democratization of Chinese society and education. He himself participated in the reform of new school system and new curriculum, and the New Education Movement. When China encountered the key moment of two historic themes Enlightenment and Salvation, Dewey's choices were:laying Enlightenment as the eternal aim, striving for Salvation, thinking like the Chinese people, and seeking eastern democracy of education. Confronting the fierce conflicts between conservatism and radicalism, Dewey chose "the third philosophy", which phenomenally promoted the development of Chinese liberalism. Dewey's thought of democracy and educational philosophy has inherent connection to the 100 years' historic development of Chinese educational reform. Dewey is still "alive" in today's China. The significance of creative interpretation of Dewey is to realize the ideals of eastern Enlightenment and eastern democracy of education in China of the information age.
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中国人文社会科学核心期刊