By Jessica Ching-Sze Wang
Combining biography with philosophy, this e-book explores John Dewey’s two-year journey to China (1919–1921) and its legacy for him as a instructor and a learner. Jessica Ching-Sze Wang appears to be like at how Dewey was once got in China, what he realized, and the way he was once replaced for this reason. She examines the interesting dynamics shaping China’s reactions to Dewey and Dewey’s interpretations of China, and information the evolving method during which Dewey got here to appreciate China by itself phrases, instead of from Eurocentric views. Tracing China’s impression on Dewey, Wang considers how his stopover at contributed to the following improvement of his social and political philosophy. China supplied a special vantage aspect for Dewey to watch foreign politics, which led him to think again the which means of internationalism. additionally, his publicity to chinese language communal tradition enabled him to reject the Western preoccupation with democracy in politics and to stress democracy as all-encompassing tradition. eventually, Wang discusses how Dewey’s personal observations and value determinations of chinese language society can provide credence to the proposal of Confucian democracy for China.
Read Online or Download John Dewey in China: To Teach and to Learn PDF
Best professionals & academics books
Regardless of being one of many ultimate psychoanalysts operating this day, a lot of Green's paintings has until eventually lately been unavailable in English. This paintings rectifies this by means of gathering jointly 5 lectures given to the Squiggle starting place in London. This obtainable and obviously written ebook presents a special creation to Green's paintings and its relation to the paintings of D.
Daniel Defoe led a thrilling and certainly precarious existence. A provocative pamphleteer and journalist, a secret agent and double agent, a progressive and a dreamer, he was once variously hunted via mobs with murderous motive and handled as a celeb via the main strong leaders of the rustic. Imprisoned time and again, pilloried and reviled by means of his enemies, via all of it he controlled to provide probably the most major literature of the eighteenth century.
This biography presents a flexible perception into the existence, paintings, and considered Albert Schweitzer (1875-1965). Nils Ole Oermann bargains a close account of the multifaceted lifetime of Albert Schweitzer who used to be a theologian, organist, thinker, general practitioner, and scientific missionary. Schweitzer's lifestyles was once no longer a directly course from the parsonage in Alsace to the college of Strasbourg, then directly to the health center in Lambarene, and finishing with the Nobel Peace Prize in Oslo.
Extra resources for John Dewey in China: To Teach and to Learn
Unlike Russell, Dewey did not sever theory from practice. He also would not support any theory not ﬁrmly grounded in practice. ”51 Unlike Russell who seemed self-contradictory and opportunistic, however eloquent and charismatic, Dewey remained consistent and truthful in his presentation of the Chinese to the West and of the West to the Chinese. ” Remer further wrote, “[Dewey’s] way is democratic because it depends upon the development of standards within the citizen and not upon the imposition of standards from without upon the subject.
He expressed concern about this as he pondered whether to stay in China for a second year. ”30 Dewey ﬁnally agreed to stay on the condition that his general lecturing load would be reduced and his major responsibility would be to teach regular courses at the host universities. However, he frequently received lecture invitations even when he was about to depart the country. In his last public lecture in Beijing, Dewey began by saying that because he had given so many lectures, he actually had nothing much to add.
As Chinese historian Lin Yu-sheng points out, Hu Shih thought that “the traditional Chinese mind was so diseased” that “it could not cure itself through its own resources. ”66 Hu’s rejection of traditional Chinese culture conﬂicts with Dewey’s afﬁrmation of its internal strengths. ” Dewey hoped that the Chinese would not learn Western ideas “for the sake of getting models to pattern herself after, but to get ideas, intellectual capital, with which to renovate her own institutions” (MW 11: 207).