National Rejuvenation and Educational Reform in the Great Change: The Formation of Chinese Modern Pedagogy and Its Paradigm Transformation

doi:10.16382/j.cnki.1000-5560.2025.04.001

Abstract

Abstract:

In 1840, China witnessed the formation of modern pedagogy stimulated by seeking for national rejuvenation in the great change. Its original paradigm was the pedagogy of putting down British invasion and self-strengthening. Due to the varied focuses of national rejuvenation and its educational demand answers, there was significant paradigm transformation of the Chinese modern pedagogy embodied in the educational reform movements since 1895, indicated by the successive emergence of the pedagogy of political reform, of new Confucian classic learning, of civic aesthetic education, of modern liberal arts and science, and of new thoughts. Paradigm transformation also occurred in the discipline of pedagogy formed since 1901,revealed in turn by constructing the normal and public school pedagogy, disseminating Dewey or American pedagogy, and rearranging ancient Chinese educational heritages. Studying the formation of Chinese modern pedagogy and its paradigm transformation can not only enrich the historical research of Chinese pedagogy, but also provide today's educational theorists dedicating to constructing Chinese pedagogy with sound samples.

Key words: national rejuvenation, educational reform, Chinese modern pedagogy, paradigm transformation

Yong Zhou. National Rejuvenation and Educational Reform in the Great Change: The Formation of Chinese Modern Pedagogy and Its Paradigm Transformation[J]. Journal of East China Normal University(Educationa, 2025, 43(4): 1-8.

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