John Dewey, Liang Shuming, and China's Education Reform

Cultivating Individuality

Nonfiction, Religion & Spirituality, Philosophy, Pragmatism, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Philosophy & Social Aspects
Cover of the book John Dewey, Liang Shuming, and China's Education Reform by Huajun Zhang, Lexington Books
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Author: Huajun Zhang ISBN: 9780739183489
Publisher: Lexington Books Publication: April 19, 2013
Imprint: Lexington Books Language: English
Author: Huajun Zhang
ISBN: 9780739183489
Publisher: Lexington Books
Publication: April 19, 2013
Imprint: Lexington Books
Language: English

This book explores the central question of how to cultivate a continued sense of self in the radically changing Chinese society, a question that is highly related to the current ongoing educational reform. If education cannot respond to the problem of students’ disconnection from the changing society, learning cannot truly happen in school and the reform will fail. Zhang suggests a philosophy of education that highlights the cultivation of students’ unique but inclusive individuality so that students learn how to nurture their own mind in this profoundly changing society rather than becoming empty and lost. The discussion of this proposed question is inspired by the thoughts of the American pragmatist John Dewey and Chinese Confucian scholar Liang Shuming. It is not the author’s intention to have a pure philosophical discussion, but rather to refer to their philosophies to help answer the practical question of cultivating individuality in an educational setting during this period of China’s modern transition.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book explores the central question of how to cultivate a continued sense of self in the radically changing Chinese society, a question that is highly related to the current ongoing educational reform. If education cannot respond to the problem of students’ disconnection from the changing society, learning cannot truly happen in school and the reform will fail. Zhang suggests a philosophy of education that highlights the cultivation of students’ unique but inclusive individuality so that students learn how to nurture their own mind in this profoundly changing society rather than becoming empty and lost. The discussion of this proposed question is inspired by the thoughts of the American pragmatist John Dewey and Chinese Confucian scholar Liang Shuming. It is not the author’s intention to have a pure philosophical discussion, but rather to refer to their philosophies to help answer the practical question of cultivating individuality in an educational setting during this period of China’s modern transition.

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