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The encounter between John Dewey and...

Yu, Xiao-ming.

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The encounter between John Dewey and the modern Chinese intellectuals: The case of the 1922 education reform.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The encounter between John Dewey and the modern Chinese intellectuals: The case of the 1922 education reform./
Author:	Yu, Xiao-ming.
Description:	209 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0751.
Contained By:	Dissertation Abstracts International53-03A.
Subject:	Biography. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9217339

The encounter between John Dewey and the modern Chinese intellectuals: The case of the 1922 education reform.
Yu, Xiao-ming.

The encounter between John Dewey and the modern Chinese intellectuals: The case of the 1922 education reform. - 209 p.

Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0751.

Thesis (Ph.D.)--University of Virginia, 1991.

This case study concentrates on the encounter between John Dewey and the modern Chinese intellectuals in the 1920s, a significant episode in modern Chinese history as well as in the world's history of ideas of the twentieth century. Dewey's visit to China (1919-1921) exerted a tremendous influence on the Chinese intellectuals and inspired the 1922 educational reform. From a comparative perspective, this study examines two issues: Dewey's pragmatism echoed some of the trends in the tradition of Chinese thought, and the Chinese intellectuals followed Dewey's ideas as part of their strategies to establish a new culture in China. It is some of the shared ideas and ideals, philosophical and intellectual, between the two sides that led to the unfolding of this interaction.Subjects--Topical Terms:

531296
Biography.

The encounter between John Dewey and the modern Chinese intellectuals: The case of the 1922 education reform.
LDR:03160nmm 2200325 4500 001 1832464
005 20070723071950.5
008 130610s1991 eng d
035 $a (UMI)AAI9217339
035 $a AAI9217339
040 $a UMI $c UMI
100 1 $a Yu, Xiao-ming. $3 1921190
245 1 4 $a The encounter between John Dewey and the modern Chinese intellectuals: The case of the 1922 education reform.
300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0751.
502 $a Thesis (Ph.D.)--University of Virginia, 1991.
520 $a This case study concentrates on the encounter between John Dewey and the modern Chinese intellectuals in the 1920s, a significant episode in modern Chinese history as well as in the world's history of ideas of the twentieth century. Dewey's visit to China (1919-1921) exerted a tremendous influence on the Chinese intellectuals and inspired the 1922 educational reform. From a comparative perspective, this study examines two issues: Dewey's pragmatism echoed some of the trends in the tradition of Chinese thought, and the Chinese intellectuals followed Dewey's ideas as part of their strategies to establish a new culture in China. It is some of the shared ideas and ideals, philosophical and intellectual, between the two sides that led to the unfolding of this interaction.
520 $a Chapter I outlines the nature of the issues, defines the scope of the study, and reviews relevant literature so as to serve as an introduction to the following chapters. Collingwood's idea of history is used as a framework.
520 $a Chapter II presents an account of the evolution of Chinese thought from 1860 to 1920, emphasizing the intellectuals' desires and strategies in renewing Chinese culture with Western ideas during the May Fourth period (1915-1925). It examines some of the external issues of the encounter to demonstrate that Dewey's visit to China fit well in time and space in China's pursuit of change.
520 $a Chapter III analyzes some of the internal factors--shared views on the cultural-intellectualistic approach to social problems; emphasis on the close tie of learning and doing, and China's problems and solutions.
520 $a Chapter IV details the process of the 1922 educational reform and Hu Shi's contribution to translating Dewey's ideas into the transformation of Chinese educational system. Some individual cases of introducing American ideas into Chinese education are investigated, and the transitory nature of Dewey's influence in China at large is discussed. The fact that Dewey's influence declined in a few years' time is also analyzed.
520 $a This study concludes that the reemergence of American influence in China out of the growing exchanges between the two countries in the 1980s will result in a more fascinating situation than that of the 1920s.
590 $a School code: 0246.
650 4 $a Biography. $3 531296
650 4 $a Religion, History of. $3 1017471
650 4 $a Education, History of. $3 599244
650 4 $a Education, Philosophy of. $3 783746
690 $a 0304
690 $a 0320
690 $a 0520
690 $a 0998
710 2 0 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 53-03A.
790 $a 0246
791 $a Ph.D.
792 $a 1991
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9217339