The Influence of Dewey’s Pragmatism Educational Thought on Chinese General Education: A Historical Summary

Fang Lin; Poon Chiew Hwa; Cheong Ku Wing

doi:10.47405/mjssh.v8i12.2589

Fang Lin Department of Music, Faculty of Creative Arts, University of Malaya, Kuala Lumpur 50603, Malaysia.
Poon Chiew Hwa Department of Music, Faculty of Creative Arts, University of Malaya, Kuala Lumpur 50603, Malaysia.
Cheong Ku Wing Institute of Music, UCSI University, Kuala Lumpur 56000, Malaysia.

DOI: https://doi.org/10.47405/mjssh.v8i12.2589

Keywords: John Dewey, Pragmatism, Historical development, Chinese general education

Abstract

John Dewey (1859-1952), one of the western educational philosophers who significantly impacted modern Chinese education with his pragmatism philosophy which was widely spread during his lecture tour in 1919-1921. The objective of this study is to shed light on the historical development and impact of Dewey’s pragmatism in China’s educational reform. This article adopted a historical research method employing primary and secondary source materials, including letters, preserved documents, literature, and publications. The results demonstrated that Dewey’s pragmatism has an indelible influence across China on: 1. Chinese education theory, especially impacted the Chinese educator Tao Xingzhi’s “life education” theory and its application to school constructions; 2. reform of the “1922 New School System”; 3. practicality of general education curriculum in expanding students’ exposure to society and nature; 4. use of vernacular language as the medium of textbooks and revisions of teaching content based on children’s life and experiences. The findings reveal that Dewey’s educational theory had undergone a multitude of criticisms and revival processes adapting to the cultural needs of education in China. His educational philosophy has flourished persistently, cultivating the establishment of Dewey’s research centres by several Chinese universities in recent years.

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