On John Dewey and China's Educational Reform

doi:10.16382/j.cnki.1000-5560.2019.02.002

Abstract

Abstract: 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.

Key words: John Dewey, China's educational reform, Enlightenment, salvation, Chinese liberalism, eastern democracy of education

Zhang Hua. On John Dewey and China's Educational Reform[J]. Journal of East China Normal University(Educationa, 2019, 37(2): 18-28.

References

杜威.(2001).民主主义与教育(王承绪译).北京:人民教育出版社.
杜威.(2007).杜威在华教育讲演(单中惠,王凤玉编).北京:教育科学出版社.
杜威.(2010).杜威五大讲演(张恒编).北京:金城出版社.
杜威.(2012a).杜威全集·中期著作(1899-1924):第十一卷(1918-1919)(马迅译).上海:华东师范大学出版社.
杜威.(2012b).杜威全集·中期著作(1899-1924):第十三卷(1921-1922)(赵协真译).上海:华东师范大学出版社.
胡适.(2001).胡适学术文集·哲学与文化(姜义华主编).北京:中华书局.
李泽厚.(2008).中国现代思想史论.北京:生活·读书·新知三联书店.
吕达.(1999).课程史论.北京:人民教育出版社.
全国教育联合会新学制课程标准起草委员会.(1925).新学制课程标准纲要.上海:商务印书馆.
汤一介.(2006).我的哲学之路.北京:新华出版社.
余英时.(2004).现代儒学的回顾与展望.北京:生活·读书·新知三联书店.
余英时.(2005).现代危机与思想人物.北京:生活·读书·新知三联书店.
张华.(2016).论核心素养的内涵.全球教育展望,(4),10-24.
Dewey, J. (1973). John Dewey: Lectures in China, 1919-1920. Translated from the Chinese and edited by Robert W. Clopton and Tsuin-Chen Ou. Honolulu: The University Press of Hawaii.
Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
Remer, C. F. (1920). "John Dewey in China", Millard’s Review XⅢ.5 (July 3, 1920), pp.266-268. Quoted in Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
T’ao Hsing-Chih. (1925). "China" in Educational Yearbook of the International Institute of Teachers College, Columbia University, 1924. New York, The Macmillan Company. Quoted in Keenan, B. (1977). The Dewey Experiment in China. Cambridge: Harvard University Press.
Waks, L. (2018). Thinking in Dewey’s Experimentalist Education: The Contribution of the Internet and Digital Tools. ECNU Review of Education, 1 (2), 1-22.
Zhang, Hua. (2014). Curriculum Studies and Curriculum Reform in China: 1922-2012. In William F. Pinar (ed.).(2014). Curriculum Studies in China. New York: Palgrave Macmillan.
Zhang, Hua. (2017). Curriculum Reform and Research in China: A Social-Historical Perspective. In John Chi-Kin Lee & Kerry J. Kennedy (eds.). (2017). Theorizing Teaching and Learning in Asia and Europe: A Conversation Between Chinese Curriculum and Europe Didactics. London and New York: Routledge.

[1]	Shiwan Tu, Kai Zhu. “Learning by Doing” as a Social Theory: A New Attempt to Deepen Dewey Research [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(6): 14-25.
[2]	Huimei Zhou. Enlightenment via Pictures and Forging Citizens: An Analysis Focusing on Vulgar Pictorials in Late Qing [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(10): 117-126.
[3]	Yong Zhou. John Dewey’ Visit to China and Ideal Conflicts in the Field of New Cultural Education [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(6): 58-70.
[4]	Liu Yunshan. The Limitation of Interest: Discussion Based on John Dewey's Perplexity [J]. Journal of East China Normal University(Educationa, 2019, 37(2): 1-17.
[5]	Leonard Waks. John Dewey and Confucius in Dialogue: 1919-2019 [J]. Journal of East China Normal University(Educationa, 2019, 37(2): 45-52.
[6]	James Zhixiang Yang. How China Shaped Dewey's Ideas of Cultural Diversity and Democracy [J]. Journal of East China Normal University(Educationa, 2019, 37(2): 53-58.
[7]	Shane Ralston. John Dewey's Experience in China (1919-1921): How China Changed Dewey [J]. Journal of East China Normal University(Educationa, 2019, 37(2): 59-62.
[8]	HU Jinmu, LI Hongwu. Modernization of Chinese Education: Perspective of the Chain of Transmitted Variants of a Tradition [J]. Journal of East China Normal University(Educationa, 2017, 35(2): 92-98+124.
[9]	WU Xiao-ou,YAO Yan. National Backbone: the Enlightenment of 1933 Renaissance Textbooks [J]. Journal of East China Normal University(Educationa, 2015, 33(4): 113-118.
[10]	TU Shiwan. Unending Quest: Studies on John Dewey’s Thought of Education in China [J]. Journal of East China Normal University(Educationa, 2014, 32(2): 116-124.
[11]	Wuxiaoou& Lixiang. Empowerment of Women：Enlightenment Aspirations in Women's Textbooks of the Late Qing Dynasty and Republican China [J]. Journal of East China Normal University(Educationa, 2014, 32(1): 103-110.