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A Fragmentation of Dewey: Dewey in the Political and Educational Reforms of China, 1910s-1920s

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Title: A Fragmentation of Dewey: Dewey in the Political and Educational Reforms of China, 1910s-1920s
Language: English
Authors: Ying Zhou (ORCID 0000-0001-9720-7988), Johannes Westberg (ORCID 0000-0003-3444-952X)
Source: Comparative Education. 2024 60(4):609-625.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Politics, Educational Change, Foreign Countries, Asian History, Educational History, Western Civilization, Democracy, Influences, Global Approach, Social Action
Geographic Terms: China
DOI: 10.1080/03050068.2024.2366759
ISSN: 0305-0068
1360-0486
Abstract: Dewey's influence on Chinese education has been described as a prime example of the transfer of knowledge from the West to the East. This article investigates the precise process of this transfer by re-examining two themes stressed in current scholarship: Dewey's thoughts on education and democracy and his incremental approach to educational and social reform. In doing so, it explores the many roles Dewey played in both radical and moderate reforms and in an educational discourse that shifted its focus from democratic education to education informed by the scientific attitude. As a result, it raises further theoretical questions about the conceptualisation, unity and diversity, and 'influence' of Dewey in transfer processes. In this article, we argue that Dewey's ideas were subject to constant reinvention in Republican China and that the received Dewey was largely a fragmented Dewey born out of its ever-shifting socio-political and cultural context.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444107
Database: ERIC
FullText Text:
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  Data: A Fragmentation of Dewey: Dewey in the Political and Educational Reforms of China, 1910s-1920s
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  Data: <searchLink fieldCode="AR" term="%22Ying+Zhou%22">Ying Zhou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9720-7988">0000-0001-9720-7988</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johannes+Westberg%22">Johannes Westberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3444-952X">0000-0003-3444-952X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Comparative+Education%22"><i>Comparative Education</i></searchLink>. 2024 60(4):609-625.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Politics%22">Politics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+History%22">Asian History</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Western+Civilization%22">Western Civilization</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Action%22">Social Action</searchLink>
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  Data: Dewey's influence on Chinese education has been described as a prime example of the transfer of knowledge from the West to the East. This article investigates the precise process of this transfer by re-examining two themes stressed in current scholarship: Dewey's thoughts on education and democracy and his incremental approach to educational and social reform. In doing so, it explores the many roles Dewey played in both radical and moderate reforms and in an educational discourse that shifted its focus from democratic education to education informed by the scientific attitude. As a result, it raises further theoretical questions about the conceptualisation, unity and diversity, and 'influence' of Dewey in transfer processes. In this article, we argue that Dewey's ideas were subject to constant reinvention in Republican China and that the received Dewey was largely a fragmented Dewey born out of its ever-shifting socio-political and cultural context.
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