Chronology Entry
Year
1919.05.04
Text
4. Mai Bewegung = May fourth movement : John Dewey was as sympathetic to the workers as he was to the students. His Chicago colleagues' disapproval of the strike correlated with Hu Shi's negative opinion about the student revolt. Hu insisted that the students should devote themselves to their studies rather than to politics ; Dewey endorsed the student's revolt as a gesture of righteous indignation. Dewey was glad for young China because it now realized, that it did not need to be saved from without. Nonetheless, Dewey knew that merely resorting to protests and rebellions would not bring about constructive change.
In the new press, all kinds of Western social and political theories were translated and discussed, including anarchism, liberalism, socialism, Marxism and Dewey's own pragmatism. Even though Dewey questioned the students' interest in Marxism, he acknowledged their overall intellectual enthusiasm.
Even though Dewey recognized the importance of cultural reform, he had doubts about such a single-minded approach. Unlike the Chinese intellectuals, he did not establish an arbitrary dualism between cultural and political reform. He acknowledged the importance of Western learning and sensed a more pressing need for China to develop her industry. He thought that Chinese intellectuals were too preoccupied with absorbing new thoughts and new theories to accomplish any effective political or practical change.
Dewey's dream for a true political revolution following the May fourth student demonstration did not materialize. He understood that the salvation of China depended not so much on the few intellectuals in the cities as on the ordinary men and women throughout China.
In the new press, all kinds of Western social and political theories were translated and discussed, including anarchism, liberalism, socialism, Marxism and Dewey's own pragmatism. Even though Dewey questioned the students' interest in Marxism, he acknowledged their overall intellectual enthusiasm.
Even though Dewey recognized the importance of cultural reform, he had doubts about such a single-minded approach. Unlike the Chinese intellectuals, he did not establish an arbitrary dualism between cultural and political reform. He acknowledged the importance of Western learning and sensed a more pressing need for China to develop her industry. He thought that Chinese intellectuals were too preoccupied with absorbing new thoughts and new theories to accomplish any effective political or practical change.
Dewey's dream for a true political revolution following the May fourth student demonstration did not materialize. He understood that the salvation of China depended not so much on the few intellectuals in the cities as on the ordinary men and women throughout China.
Mentioned People (2)
Dewey, John
(Burlington 1859-1952 New York, N.Y.) : Philosoph, Pädagoge, Psychologe
Hu, Shi
(Anhui 1891-1962 Shanghai) : Schriftsteller, Philosoph, Diplomat
Subjects
Philosophy : United States of America
Documents (1)
| # | Year | Bibliographical Data | Type / Abbreviation | Linked Data |
|---|---|---|---|---|
| 1 | 2007 | Wang, Jessica Ching-Sze. John Dewey in China : to teach and to learn. (Albany, N.Y. : State University of New York Press, 2007). (Suny series in Chinese philosophy and culture). S. 67-69. | Publication / DewJ2 |
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