“Teaching, learning, and reflective acting : a Dewey experiment in Chinese teacher education” (Publication, 1996)
Year
1996
Text
Su, Zhixin. Teaching, learning, and reflective acting : a Dewey experiment in Chinese teacher education. In :Teachers College record ; vol. 98, no 1 (1996). (DewJ220)
Type
Publication
Contributors (1)
Su, Zhixin
(um 1995) : Professor of Educational Leadership, California State University Northridge
Mentioned People (1)
Dewey, John
(Burlington 1859-1952 New York, N.Y.) : Philosoph, Pädagoge, Psychologe
Subjects
Philosophy : United States of America
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References / Sources
Chronology Entries (6)
| # | Year | Text | Linked Data |
|---|---|---|---|
| 1 | 1914-1917 | Tao Xingzhi studiert Politische Wissenschaften an der University of Illinois, dann am Teachers College, Columbia University unter John Dewey, Paul Monroe und William Kilpatrick. | |
| 2 | 1927-1930 |
Gründung und Leitung der Xiao Zhuang (Morning Village Normal School) in Nanjing von Tao Xingzhi. Tao creatively and critically implemented John Dewey's ideas in the normal school and its surrounding rural setting. He ded a 'half somersault' of Dewey's theory and transformed Dewey's 'education means life' to his 'life means education', Dewey's 'school as society' to his 'society as school', and Dewey's 'learning by doing' to his 'unity of three : teaching, learning, and reflective acting'. |
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| 3 | 1944.06.10 |
Letter from John Dewey to Tao Xingzhi. "My dear Dr. Tao, I have been happy to get news of you trough your former associate Professor Chu. I am glad to know your health remains good and that your educational work goes on, even under the difficult conditions you experience..." |
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| 4 | 1952 |
Pan, Kaipei. Tao Xingzhi jiao yu si xiang de pi pan. (Beijing : Da zhong shu dian, 1952). 陶行知敎育思想的批判 Posthumous attack on Tao Xingzhi and John Dewey : 1) Tao and Dewey's brand of pragmatism denied the possibility of a 'scientific' system of historical laws, derived from analysis of 'objective' situations, and denied that social problems could be solved through the application of a universally valid theoretical system. 2) Tao and other Deweyan educators failed to understand that education was part of the social 'superstructure' and could have meaning only as the instrument of a social class. Tao's faith that education could be a primary force for social betterment was, in the Marxist view, part of a stubbornly persisting error, the 'theory of national salvation through education'. |
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| 5 | 1980-1992 |
John Dewey and Tao Xingzhi. Contemporary Chinese scholars hold three different views regarding the relationship between Tao Xingzhi and John Dewey's educational ideas. Some believe that Tao's educational theory is a direct product of Dewey's pragmatic philosophy and that Tao only made certain nonessential changes to adapt Dewey's theories to the Chinese conditions. A second school of thought maintains that there are essential differences between Tao and Dewey : Dewey's ideas belong to the old democratic pragmatism in capitalist societies while Tao's ideas belong to the new democratic culture in socialist countries ; Dewey's education serves the young students in schools while Tao's education serves people of all ages, especially those from poor, ordinary, and rural families. Dewey's purpose of education is to produce a labor force that serves bourgeois interests whereas Tao's purpose of education is to enlighten the oppressed and exploited masses of working people so that they become masters of their own fate and serve the interests of the common people ; and Dewey's educational methods try to make school imitate society and education imitate life whereas Tao's educational methods help students live the real life in the real, larger society. Many Chinese scholars argue that Tao's educational ideas originate from Dewey but they are better developed and more suitable for Chinese educational practice. They maintain that Tao creatively and critically adapted Dewey's educational ideas to Chinese education and successfully used education as an instrument in the Chinese people's anti-imperialist and anti-feudalist struggle, which has far more significant meaning than Dewey's promotion of education as an instrument in an individual student's adaptation to the immediate environment. Their interpretation of Dewey's views on the relationship among the individual, the school, and the society is narrow and misconceptualized, but the important thing is that they have affirmed the positive and powerful influence of Dewey on Tao's ideas. |
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| 6 | 1986 | Tao Xingzhi and John Dewey were one of the major research topics by the China Society for the Study of Tao Xingzhi. |
Cited by (1)
| # | Year | Bibliographical Data | Type / Abbreviation | Linked Data |
|---|---|---|---|---|
| 1 | 2000- | Asien-Orient-Institut Universität Zürich | Organisation / AOI |
|