John Dewey's democratic education and its influence on pedagogy in China 1917-1937
Author(s)
Bibliographic Information
John Dewey's democratic education and its influence on pedagogy in China 1917-1937
(Research)
Springer VS, c2019
- Other Title
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John Deweys pragmatische Pädagogik und ihr Einfluss auf die Pädagogik in China 1917 bis 1937
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  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
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  United States of America
Note
Bibliography: p. [291]-308
Description and Table of Contents
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.
Table of Contents
Dewey's view of China and his proposals for social reconstruction and educational reform.- Dewey's lectures in China - limitations, misunderstandings and translation errors.- Dewey's influence on pedagogical professions in China.- The concepts and practices of Hu Shi and Tao Xingzhi.
by "Nielsen BookData"